A prospective study on the development of critical thinking skills for student prosthetists and orthotists in Hong Kong
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There was significant improvement in 5 out of the 7 domains, namely Truthseeking, Open-mindedness, Systematicity, Analyticity, Critical thinking self-confidence, Inquisitiveness and Maturity of judgment in 3 years' time and curriculum enhancements were suggested.Abstract:
Critical thinking skill is considered to be one of the important attributes to nurture students to cope with the challenges coming from this ever-changing world. The training of critical thinking skill could be quite different from the conventional education. Thus, special arrangements should be considered in the curriculum design and effective assessment method should be employed to test the subsequent learning outcome. This study was to evaluate prospectively the development of critical thinking disposition of the student prosthetists and orthotists in Hong Kong and a validated instrument, the California Critical Thinking Disposition Inventory (CCTDI) was used. The results showed that there was significant improvement in 5 out of the 7 domains, namely Truthseeking, Open-mindedness, Systematicity, Analyticity, Critical thinking self-confidence, Inquisitiveness and Maturity of judgment in 3 years' time. Further curriculum enhancements were suggested as the sum of all the domains was just slightly above th...read more
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Teaching for quality learning at university
TL;DR: By J. Biggs and C. Tang, Maidenhead, England; Open University Press, 2007.
Journal ArticleDOI
Development and evaluation of a clinical simulation for new graduate nurses: A multi-site pilot study
TL;DR: The involvement of current practicing of nursing in certain scenarios and the implementation of simulation learning could enhance the readiness of new graduate nurses.
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Assessing critical thinking in medical sciences students in two sequential semesters: Does it improve?
TL;DR: It seems curriculum reform is necessary to improve the students’ critical thinking in medical sciences students who enrolled in Isfahan University of Medical Sciences in Iran during the academic years 2008-2010.
PBL and critical thinking disposition in Chinese medical students
Abstract: The purpose of this study was to explore the relationship of problem-based learning (PBL) and the development of critical thinking disposition (CT) and academic achievement in Chinese medical students using a cross-sectional randomized design. Medical students from China Medical University (CMU) were randomized to PBL or non-PBL teaching at the commencement of the study. After five years of study, CT was scored by a Chinese version of the California Critical Thinking Disposition Inventory (CCTDI-CV). The score achieved on a Computer Case Simulation (CCS) test evaluated academic performance. Total CT score was higher in PBL students (n=170) than non-PBL students (n=83) (304.7±36.8 vs. 279.2±39.4, p < 0.01). Subscale CT-scores were significant in favor of PBL in six of the seven subscales (truth seeking, open-mindedness, analyticity, systematicity, inquisitiveness, maturity). There was no significant difference in terms of gender on the total CT score, though minor differences were seen in subscales favoring female PBL students. PBL students had higher CCS scores than non-PBL students, but not significantly (112.8±20.6 vs. 107.3±16.5; p=0.11). There was no significant correlation between CCS scores and CCTDI-CV results. Male students scored slightly higher on the CCS test compared to female students (male 113.4±18.9 vs. female 109.7±19.7), but the difference was not significant. This study concludes that in Chinese medical students, PBL teaching was related to a higher disposition of critical thinking, but not to improved academic skills.
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Prospects of Problem-Based Learning in Building Critical Thinking Skills among Technical College Students in Nigeria
TL;DR: In this paper, the impact of Problem Based Learning (PBL) on critical-thinking skills (CTS) among technical college students in Nigeria has been discussed; the authors adapted a library based work; the data were collected using textbooks, journals articles and internet search.
References
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Teaching For Quality Learning At University
TL;DR: In this article, the authors present a framework for the generation of ILOs for a course by identifying the kind of knowledge to be learned (declarative or functioning) and the level of understanding or performance to be achieved.
Teaching for quality learning at university
TL;DR: Biggs and Tang as discussed by the authors, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4, ISBN-14: 978.
Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (The Delphi Report)
TL;DR: The American Philosophical Association's Committee on Pre-College Philosophy (CPP) as mentioned in this paper made a systematic inquiry into the current state of critical thinking and critical thinking assessment, and found that critical thinking is a liberating force in education and a powerful resource in one's personal and civic life.
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