Abstract
BackgroundScientific framework is important in designing curricula and evaluating students in the field of education and clinical practice. The purpose of this study was to examine the effectiveness of non-traditional educational methods on critical thinking skills.MethodsA systematic review approach was applied. Studies published in peer-reviewed journals from January 2001 to December 2014 were searched using electronic databases and major education journals. A meta-analysis was performed using Review Manager 5.2. Reviewing the included studies, the California Critical Thinking Dispositions Inventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used to assess the effectiveness of critical thinking in the meta-analysis.ResultsThe eight CCTDI datasets showed that non- traditional teaching methods (i.e., no lectures) were more effective compared to control groups (standardized mean difference [SMD]: 0.42, 95 % confidence interval [CI]: 0.26–0.57, p < .00001). And six CCTST datasets showed the teaching and learning methods in these studies were also had significantly more effects when compared to the control groups (SMD: 0.29, 95 % CI: 0.10–0.48, p = 0.003).ConclusionsThis research showed that new teaching and learning methods designed to improve critical thinking were generally effective at enhancing critical thinking dispositions.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0761-7) contains supplementary material, which is available to authorized users.
Highlights
Scientific framework is important in designing curricula and evaluating students in the field of education and clinical practice
This study aims to establish a scientific framework that will be useful for designing curricula and evaluating students in the field of nursing education and clinical practice
The meta-analysis revealed that diverse teaching and learning methods are more effective than are traditional approaches in improving dispositions towards critical thinking
Summary
Scientific framework is important in designing curricula and evaluating students in the field of education and clinical practice. Aging populations, complicated changes in diseases, and increases in the number of patients with advanced diseases result in diverse and high-level health needs. To satisfy these needs in the context of such changes, healthcare providers must possess skills such as critical thinking, independence, and creativity so that they can identify solutions to problems based on quick and accurate analyses [1,2,3]. In the EBP process, healthcare providers are Critical thinking is intentional and self-regulatory judgment that leads to interpretation, analysis, evaluation, and inference. Facione et al [6] argued that to improve critical thinking, people must value the cognitive skills required for critical thinking and have the disposition to use them
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