Critical Thinking Disposition Assessment Research Articles

Critical Thinking and Clinical Reasoning in Undergraduate Medical Course: A Mixed-Methods Study in a Medical College in Kolkata, West Bengal, India.

Critical thinking is considered as the essential set of skills for medical practice, particularly during emergencies. However, there is lack of conceptual clarity around it and it was not explicitly included in the undergraduate medical curriculum in India. The present study has been planned to assess the critical thinking disposition and clinical reasoning skills among medical undergraduate students in a medical college in West Bengal, India. The perceived definition and attributes of critical thinking in medical education will be explored and the contexts where application of critical thinking skills may be crucial for medical practice will be identified. The content validity index, test-retest agreement; internal consistency and construct validity of the Critical Thinking Disposition Assessment Questionnaire (CTDAQ) will be assessed through step-by-step procedure. CTDAQ and the case-based objective-type questions for the clinical reasoning skills will be applied to around 200 medical undergraduate students. Their perception and experience on critical thinking in medical education will be assessed with structured open-ended questions. In-depth interviews with medical teachers of the second and third phases of undergraduate medical curriculum will be conducted to assess their perception and experiences on critical thinking. The quantitative analysis will be conducted with MS excel and R software using the relevant packages. The qualitative data will be transcribed and translated in English, close to the participants' verbatim. The thematic analysis will be conducted with inductive coding and memoing. The study will be conducted maintaining ethical standards for epidemiological studies. The present study, one of the first a few studies in India, will help to meet the conceptual gap in understanding the attributes of critical thinking, its association with clinical reasoning and the contexts of preferred application in medical practice.

The effectiveness of cognitive-behavioral psychodrama group therapy (CBPGT) on inadequate guardian male adolescents’ creativity and critical thinking

Adolescents specifically those who have inadequate guardians need to be taught to be creative and be critical thinkers in order to solve their problems or at least adapt themselves with their guardians or the miserable circumstances. In this respect, the present study aimed to investigate the effectiveness of cognitive-behavioral psychodrama group therapy (CBPGT) on the creativity and critical thinking of male adolescents with inadequate guardians. The participants were 30 male adolescents who were referred by a nursery home. Using convenient sampling method, the adolescents were recruited and using simple random method they were divided into the intervention and control groups (each 15 members). The participants in the intervention attended 10 two-hour CBPGT sessions held by a psychotherapist while the control group members did not receive any intervention. The participants in both groups completed Schaefer...s creativity attitude survey (CAS) and Ricketts... critical thinking disposition assessment (CTDA) before the intervention as the pretest and after the intervention as the posttests. The results of the analysis of multivariate analysis of covariance (MANCOVA) show that CBPGT has a significant effect on improving both creativity and critical thinking of male adolescents with inadequate guardians. It is concluded that the CBPGT is a useful means to enhance creativity and critical thinking. The insights from this study can be used for implementing interventions for students, vulnerable groups such as children and adolescents living in welfare centers, and even those in correctional and rehabilitation centers.

Effect of Emotional Intelligence and Critical Thinking Disposition on Resilience of the Student in Transition to Higher Education Phase

Resilience is of utmost importance for first-year undergraduate students to persist and flourish throughout the course of their studies. The researchers explored the comparative and simultaneous effect of two factors, i.e., emotional intelligence (EI) and critical thinking (CT) disposition in predicting the resilience of first-year undergraduate students. A total of 490 participants from the state of West Bengal (eastern part of India) filled out a self-report questionnaire comprising the Connor–Davidson Resilience Scale, a profile for emotional competency, and CT disposition assessment (EMI). Pearson correlation and multiple regression analysis reported that resilience was positively correlated with EI and CT disposition. Further, both EI and CT disposition had unique as well as shared contributions in explaining resilience and the outcome was in favor of EI being the stronger predictor. The study suggests that college authorities and counselors should undertake efficacious support initiatives to foster resilience in students.

Psychometric properties of the critical thinking disposition assessment test amongst medical students in China: a cross-sectional study

BackgroundCritical thinking disposition helps medical students and professionals overcome the effects of personal values and beliefs when exercising clinical judgment. The lack of effective instruments to measure critical thinking disposition in medical students has become an obstacle for training and evaluating students in undergraduate programs in China. The aim of this study was to evaluate the psychometric properties of the CTDA test.MethodsA total of 278 students participated in this study and responded to the CTDA test. Cronbach’s α coefficient, internal consistency, test-retest reliability, floor effects and ceiling effects were measured to assess the reliability of the questionnaire. Construct validity of the pre-specified three-domain structure of the CTDA was evaluated by explanatory factor analysis (EFA) and confirmatory factor analysis (CFA). The convergent validity and discriminant validity were also analyzed.ResultsCronbach’s alpha coefficient for the entire questionnaire was calculated to be 0.92, all of the domains showed acceptable internal consistency (0.81–0.86), and the test-retest reliability indicated acceptable intra-class correlation coefficients (ICCs) (0.93, p < 0.01). The EFA and the CFA demonstrated that the three-domain model fitted the data adequately. The test showed satisfactory convergent and discriminant validity.ConclusionsThe CTDA is a reliable and valid questionnaire to evaluate the disposition of medical students towards critical thinking in China and can reasonably be applied in critical thinking programs and medical education research.

Critical thinking disposition of undergraduate students in relation to emotional intelligence: Gender as a moderator

Undergraduate student, especially first-year students face challenges in the new found academic environment. Critical thinking (CT) has been found to be effective in managing negative experiences. Earlier literature found Emotional intelligence (EI) is accounted for variance in critical thinking (CT) skill irrespective of the gender. However, there is scarcity of research on the relationship between EI and CT disposition with respect to gender. The present research intended to study the effect of EI on CT disposition of students in the transition phase with gender as a moderator. 500 first-year undergraduate students from West Bengal (eastern part of India) were selected to fill up assessment tools; the Profile of Emotional Competence (Brasseur et al., 2013) and Critical Thinking Disposition Assessment (Ricketts & Rudd, 2005). Structural Equation Model (SEM) was followed using AMOS adopting maximum likelihood approach. Path analysis revealed an accepted model fit establishing EI to have significant effect on CT disposition. However, this effect was not moderated by gender. The present research might be helpful in generating awareness regarding the importance of EI and training for developing disposition of CT among college fresher's well-being and emotional health. The study has highlighted the non-significant moderating role of gender in relation to EI and CT disposition that was missing in the existing literature.

Critical thinking in nursing students and its relationship with professional self-concept and relevant factors

Background:The proper levels of critical thinking (CT) and professional self-concept (PSC) both have key roles in the academic achievements of nursing students. The present study was conducted to examine a possible correlation between PSC and CT.Methods:This descriptive-correlational study was conducted on 154 eligible nursing students, selected through the stratified random sampling technique. For this purpose, two instruments were utilized: the Persian version of nurses’ self-concept questionnaire and Ricketts’ Critical Thinking Disposition Assessment Scale. Pearson’s correlation coefficient was employed to analyze data using SPSS 16.Results:Although levels of CT vary in different semesters, the correlation coefficient between CT and PSC among nursing students was -0.46 (P&lt;0.001). Therefore, there was a significant, inverse, moderate correlation between these two variables.Conclusion:The correlation between the total scores of PSC and CT was significant and negative, indicating increasing professional self-concept in students decreases their levels of CT. It seems that modern teaching methods based on problem-solving are less used in nursing students’ education, which leads to greater development of CT. It is believed that other underlying factors may have contributed to the negative correlation between PSC and CT. Further studies in this regard are recommended.

The application of heterogeneous cluster grouping to reflective writing for medical humanities literature study to enhance students' empathy, critical thinking, and reflective writing.

BackgroundTo facilitate interdisciplinary collaboration and to make connections between patients’ diseases and their social/cultural contexts, the study examined whether the use of heterogeneous cluster grouping in reflective writing for medical humanities literature acquisition could have positive effects on medical university students in terms of empathy, critical thinking, and reflective writing.MethodsA 15-week quasi-experimental design was conducted to investigate the learning outcomes. After conducting cluster algorithms, heterogeneous learning clusters (experimental group; n = 43) and non-heterogeneous learning clusters (control group; n = 43) were derived for a medical humanities literature study. Before and after the intervention, an Empathy Scale in Patient Care (ES-PC), a critical thinking disposition assessment (CTDA-R), and a reflective writing test were administered to both groups.ResultsThe findings showed that on the empathy scale, significant differences in the “behavioral empathy,” “affective empathy,” and overall sections existed between the post-test mean scores of the experimental group and those of the control group, but such differences did not exist in “intelligent empathy.” Regarding critical thinking, there were significant differences in “systematicity and analyticity,” “skepticism and well-informed,” “maturity and skepticism,” and overall sections. As for reflective writing, significant differences existed in “ideas,” “voice and point of view,” “critical thinking and representation,” “depth of reflection on personal growth,” and overall sections, but not in “focus and context structure” and “language and conventions.”ConclusionThis study outlined an alternative for using heterogeneous cluster grouping in reflective writing about medical humanities literature to facilitate interdisciplinary cooperation to provide more humanizing medical care.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0758-2) contains supplementary material, which is available to authorized users.

Comparing Critical Thinking Dispositions of Students Enrolled In a College Level Global Seminar Course

In recent years, the discussion concerning critical thinking and problem solving among college graduates and new industry hires has increased dramatically. A plethora of research has discovered that college graduates entering the workforce are lacking in their ability to problem solve and think critically. These attributes have been called some of the most necessary for an individuals’ success in the 21st century. The purpose of this study was to identify the variance in critical thinking disposition of students (undergraduate and graduate) enrolled in an International course (Global Seminar) using the UF-EMI Critical Thinking Disposition Assessment. Students representing the US, Italy, and Austria participated in this study (N=43). Results indicate that the entire population fell within the typical ranges for UF-EMI scores for all three constructs (Engagement, Cognitive Maturity, and Innovativeness) but would be classified as weak overall. There was however a slight difference in mean scores when comparing the US and European students. American students scored higher than the Italian students for all three constructs and higher than the Austrian students for the Engagement and Innovativeness constructs. These results warrant further research to determine how course content, teaching methodologies, and experiential learning opportunities impact college students’ critical thinking dispositions.

Using Complementary Learning Clusters in Studying Literature to Enhance Students' Medical Humanities Literacy, Critical Thinking, and English Proficiency.

This study examined whether students studying literature in complementary learning clusters would show more improvement in medical humanities literacy, critical thinking skills, and English proficiency compared to those in conventional learning clusters. Ninety-three students participated in the study (M age = 18.2 years, SD = 0.4; 36 men, 57 women). A quasi-experimental design was used over 16 weeks, with the control group (n = 47) working in conventional learning clusters and the experimental group (n = 46) working in complementary learning clusters. Complementary learning clusters were those in which individuals had complementary strengths enabling them to learn from and offer assistance to other cluster members, hypothetically facilitating the learning process. Measures included the Medical Humanities Literacy Scale, Critical Thinking Disposition Assessment, English proficiency tests, and Analytic Critical Thinking Scoring Rubric. The results showed that complementary learning clusters have the potential to improve students' medical humanities literacy, critical thinking skills, and English proficiency.

The Effect of Physics Education Based on Out-of-School Learning Activities and Critical Thinking on Students’ Attitudes

This study was conducted in 2009-2010 academic year spring semester, with 120 students enrolling to the 9th grade of an Anatolian High School in Ankara. The study consisted of one control group and three experimental groups (Experimental Group A, B and C). In the control group, research was carried out in accordance with the current program. Students in the Group A received the course, based critical thinking and students in the Group B received the course, supported by out-of-school learning activities. Group C received the course, both based critical thinking and supported by out-of-school learning activities. Out-of-school activities were carried out in the Energy Park, Feza Gursey Science Centre and Middle East Technical University Science and Technology Museum. Pre-test - post-test control group experimental design was applied in the study. To determine the effects of treatments on students’ critical thinking dispositions, UF/EMI Critical Thinking Disposition Assessment, which was adapted into Turkish with the researchers, was used. Additionally Attitude toward Physics Course Assessment was used as pre-test and post-test. The results of the study revealed that there are significant differences between students enrolling to different treatment groups with respect to their critical thinking dispositions and their attitudes toward physics course. Using critical thinking education supported by out-of-school science activities in physics will be able to develop students’ critical thinking dispositions and attitudes toward physics course.

Development of a Scale to Measure the Critical Thinking Disposition of Medical Care Professionals

Our aim was to develop the Critical Thinking Disposition Assessment (CTDA) scale to assess medical care professionals' or students' level of critical thinking disposition and to validate the psychometric properties of this instrument. A total of 775 medical care professionals and students agreed to respond to the survey instrument. Exploratory factor analysis extracted 3 factors; systematicity and analyticity, inquisitiveness and conversance, and maturity and skepticism, accounting for 63.40% of the variance. The final scale comprised 19 statements rated on a 7-point Likert scale. Reliability analysis produced Cronbach's alpha coefficients ranging from .86 to .94 for the 3 factors and the overall scale, indicating acceptable reliability for the instrument. The concurrent validity analysis was also conducted to compare the instrument with other measures. In light of these findings, the CTDA was found to be a valid and reliable instrument to measure the critical thinking disposition of medical care professionals and students.

Problem based learning and involvement in off campus organization enhance students’ critical participation behavior

Aim Developing students’ critical thinking and critical participation in solving patients’ as well as a community’s problem should become the concern of medical education. This study aimed to identify several factors related to medical students’ critical participation behavior. Methods The subjects consisted of students of Sultan Agung Medical School (Unissula), year entry 2005, 2006, and 2007. Critical participation behavior was assessed using modified EMI: Critical Thinking Disposition Assessment. Relative risks (RR) were calculated using Cox regression analysis with constant time. Results 64,6% (388 out of 600) of the students participated in this study. Those who were involved in PBL for two and three years, rather than one year, had twice as high good critical thinking behavior [adjusted relative risk (RR) = 2.07; 95% confidence interval (CI) = 1.37–3.14; and RR = 2.33; 95% CI = 155–3.49, respectively.] Students who were more involved in off-campus organizations had a good critical participation behavior; 75% higher than those who were not involved in off-campus organizations (RR = 1.75; 95% CI = 0.99–3.11). Conclusion Besides involving in PBL learning approach, students should be motivated to be involved in off-campus organizations in order to improve their critical participation behavior (Med J Indones 2009;18:215-20) Key words: critical participation behavior, PBL, off-campus organization