Impact of case-based learning to critical thinking disposition in medical students with different learning styles

Abstract

Objective To investigate the impact of case-based learning (CBL) to the critical thinking disposition in medical students with different learning styles. Methods The medical students rotated in Department of Pediatrics in Shanghai General Hospital affiliated to Shanghai Jiao Tong University in 2016-2017 were randomly enrolled to the study. Their learning styles were assessed with Kolb learning style questionnaire before rotation. During the 6 weeks period of rotation, case-based learning was conducted. The critical thinking disposition was assessed with CTDI-CV questionnaire and compared before and after the rotation. The impact of CBL to the critical thinking disposition was compared in students with different learning styles. Results Accommodate style was the most common learning style, followed by convergent, while assimilate was the least common. There were no significant differences in critical thinking disposition, CBL assessment and academic performance between different learning styles. After CBL conducted, students with accommodate style had significant increased CTDI-CV score (238.82±26.04 vs 253.47±18.98, F=0.404, P=0.028); while students with divergent style has significant increased scores in critical thinking self-confidence and inquisitiveness (28.55±4.57 vs 32.00±5.71, t=2.680, P=0.023; 29.18±5.58 vs 31.55±6.23, t=2.729, P=0.021). Conclusions CBL could improve the critical thinking disposition in medical students with divergent and accommodate learning styles. Learning styles as an important individualized characteristic, should be considered when designing teaching strategy. Key words: Case-based learning; Thinking; Learning; Medical students