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首页> 外文学位 >The relationship between critical thinking, personality type, and performance on the Objective Structured Clinical Examination of senior medical students at Meharry Medical College (Tennessee).
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The relationship between critical thinking, personality type, and performance on the Objective Structured Clinical Examination of senior medical students at Meharry Medical College (Tennessee).

机译：在Meharry医学院（田纳西州）的高级医学学生的客观结构化临床考试中，批判性思维，人格类型与表现之间的关系。

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摘要

The purpose of this descriptive, correlational study was to investigate the relationship between critical thinking, personality style, and performance on the Objective Structured Clinical Examination of senior medical students at Meharry Medical College. Demographic information was gathered from the Admissions and Records Department at Meharry Medical College. The results of Myers Briggs Personality Evaluation were utilized to identify student personality styles. The results of the Watson-Glaser Critical Thinking Assessment were used to assess critical thinking. Student clinical performance was evaluated by the Objective Structured Clinical Examination.; Data analysis was performed using StatView software package. Measures of central tendency was used to compile a profile of the participants based on demographic data.; A Correlation Coefficient was used to test the research null hypothesis, which states that there is no association between critical thinking, personality style, and performance on the Objective Structured Clinical Examination of senior medical school students at Meharry Medical College (MMC). The Fisher's r to z was used to test whether the Correlation Coefficient is significantly different from zero. Separate unpaired t-tests for independent groups were calculated to test for differences in mean scores and attribute variables.; The intent of this study was to explore relationships and significant differences only. No attempt was made to establish cause and effect.; The results of this study found no relationship between critical thinking, personality style, and performance on the Objective Structured Clinical Examination of senior medical students at Meharry Medical College. There was no significant difference between male and female senior medical students performance on the Watson Glaser Critical Thinking Appraisal or their clinical performance on the Objective Structured Clinical Examination.; Further study is needed to identify factors that positively influence clinical performance than can be accurately, and reliably measured. Another consideration is the need to develop valid and reliable tools to specifically assess critical thinking skills of medical students as they matriculate through medical school. Further research is needed to identify how critical thinking is being integrated throughout the curriculum and evaluated through specific learning outcomes. Medical educators must also investigate teaching methods and didactics that may assist students' ability to inter knowledge and act upon it while utilizing their critical thinking skills.; Few studies have focused on how medical schools have systematically identified and measured attributes of critical thinking in the curriculum using problem-based learning. Therefore, further study is needed to document the utilization and improvement of critical thinking in the curriculum and clinically using problem-based learning. Further research is needed to identify medical students' preferred personality styles as it related to their psychological reasoning. Additionally, research is needed to determine how these factors influence their learning process, academic achievement, and the performance of the clinical skills.
机译：这项描述性，相关研究的目的是调查在Meharry医学院的高级医学学生的客观结构化临床考试中，批判性思维，人格风格和表现之间的关系。人口统计信息是从Meharry医学院的招生与记录系收集的。迈尔斯·布里格斯人格评估的结果被用来识别学生的人格风格。 Watson-Glaser批判性思维评估的结果用于评估批判性思维。通过客观结构化临床考试评估学生的临床表现。使用StatView软件包进行数据分析。集中趋势的度量用于根据人口统计数据编制参与者的资料。相关系数用于检验研究的零假设，该假设指出，在Meharry医学院（MMC）的高级医学院学生的客观结构化临床考试中，批判性思维，人格风格和表现之间没有关联。 Fisher的r到z用于测试相关系数是否显着不同于零。计算独立组的单独不成对t检验，以检验平均得分和属性变量的差异。这项研究的目的是仅探索关系和重大差异。没有尝试建立因果关系。这项研究的结果发现，Meharry医学院的高级医学学生的客观结构临床考试的批判性思维，人格风格与表现之间没有关系。在Watson Glaser批判性思维评估中，男女高级医学生的表现或其在客观结构化临床考试中的临床表现没有显着差异。需要进一步的研究来确定对临床表现有积极影响的因素，这些因素可以被准确，可靠地测量。另一个考虑因素是需要开发有效和可靠的工具来专门评估医学生通过医学院毕业时的批判性思维能力。需要进行进一步的研究来确定批判性思维如何在整个课程中得到整合并通过特定的学习成果进行评估。医学教育工作者还必须研究教学方法和教学方法，以帮助学生在运用批判性思维技能的同时进行知识交流和采取行动。很少有研究关注医学院校如何使用基于问题的学习系统地确定和衡量课程中批判性思维的属性。因此，需要进行进一步的研究来记录批判性思维在课程中的运用和改进，以及在临床中使用基于问题的学习方法。需要进一步的研究来确定医学生偏好的人格风格，因为它们与他们的心理推理有关。此外，需要进行研究以确定这些因素如何影响他们的学习过程，学业成绩和临床技能表现。

著录项

  • 作者

    Robertson, Ethel Mai.;

  • 作者单位

    Tennessee State University.;

  • 授予单位 Tennessee State University.;
  • 学科 Education Administration.; Education Tests and Measurements.; Health Sciences Education.; Education Educational Psychology.
  • 学位 Ed.D.
  • 年度 2001
  • 页码 124 p.
  • 总页数 124
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;教育;教育心理学;
  • 关键词

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