Abstract
Critical thinking (CT) is an important issue in the development of professional competencies, but it is still poorly systematised in medical curriculum. The aim of this study was to observe the performance of unimodal and multimodal triggers in eliciting CT among 3rd-year medical students. Methodology: the study carried out a quantitative method study using twenty-eight students’ data related to two groups with different educational instruments: Euthanasia written vignette (EWV) + Anti-vaccine multimodal video (AMV) and Anti-vaccine written vignette (AWV) + Euthanasia multimodal video (EMV). Results: Multimodal triggers performance was superior in compared to written vignette (p=0.004) regarding the greater power of mobilizing knowledge to respond appropriately to the items and enhance de critical thinking. Conclusion: Multimodal triggers show promising results in enhancing critical thinking.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
