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Influence of critical thinking disposition on the learning efficiency of problem-based learning in undergraduate medical students

机译：批判性思维倾向对医学生基于问题学习的学习效率的影响

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Problem-based learning (PBL), a pedagogical approach, is widely accepted in medical education. Manipulated by many factors, the internal motivation of learner is the most crucial determinant that affects the nature of the outcome, in which the influences of critical thinking (CT) remained elusive. One hundred two third-year undergraduate medical students at Peking University were involved in this study. A Chinese version of the Critical Thinking Disposition Inventory (CTDI-CV) was used to assess the CT disposition, and the performance scores of students in PBL tutorials were compiled. A parametric bivariate correlation analysis was performed between the students’ CT scores and their PBL average scores. The PBL scores were compared between the strong and weak CT disposition groups using independent t-test. The analysis of numerical data was conducted using SPSS 16.0. CT disposition of third-year undergraduate medical students at Peking University was at a positive level, with an average score of 297.72. The total CT scores had a positive correlation with the scores of the PBL performance and its five dimensions significantly. In the majority, students with Strong-CT disposition obtained higher scores in PBL tutorials compared with students with Weak-CT disposition. The performance of these two groups was significantly different in the Late-Half but not in the Early-Half PBL tutorials. Furthermore, a significant improvement was observed in the students with strong CT but not weak CT dispositions. CT disposition positively correlates to a students’ PBL performance. Students with stronger CT dispositions perform better in the PBL process and obtain higher scores. Our work suggested that the open-mindedness of the CT disposition is the primary factor that determines the improvement of the preparation dimensions in the PBL process.
机译：基于问题的学习（PBL）是一种教学方法，在医学教育中已被广泛接受。受多种因素的操纵，学习者的内部动机是影响结果本质的最关键的决定因素，而批判性思维（CT）的影响仍然难以捉摸。北京大学的一百三十二名本科医学生参加了这项研究。使用中文版的批判性思维处置量表（CTDI-CV）评估CT处置量，并编制PBL教程中学生的成绩得分。在学生的CT得分和他们的PBL平均得分之间进行了参数双变量相关分析。使用独立的t检验比较强和弱CT处置组之间的PBL得分。使用SPSS 16.0进行数值数据分析。北京大学医学专业本科三年级学生的CT表现为阳性，平均分297.72。 CT总得分与PBL表现得分及其五个维度呈显着正相关。在大多数情况下，具有强CT倾向的学生在PBL教程中的得分要高于具有弱CT倾向的学生。在后半期中，这两组的性能有显着差异，但在上半年PBL教程中则没有差异。此外，在CT强但CT倾向不弱的学生中，观察到明显改善。 CT倾向与学生的PBL表现成正相关。 CT倾向更强的学生在PBL过程中表现更好，并获得更高的分数。我们的工作表明，CT处置的开放性是决定PBL工艺中制备尺寸的改进的主要因素。

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