File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: A comparison of the effects of problem-based learning and lecturing on the development of students' critical thinking

TitleA comparison of the effects of problem-based learning and lecturing on the development of students' critical thinking
Authors
Keywords*problem-based learning
*thinking
California
Education, nursing/*methods
Hong Kong
Humans
Multicentre study [publication type]
Randomised controlled trial [publication type]
Students, nursing/*psychology
Issue Date2006
PublisherWiley-Blackwell Publishing Ltd.. The Journal's web site is located at http://www.wiley.com/bw/journal.asp?ref=0308-0110
Citation
Medical Education, 2006, v. 40 n. 6, p. 547-554 How to Cite?
Abstract
BACKGROUND: Educational approaches are thought to have facilitative or hindering effects on students' critical thinking development. The aim of this study was to compare the effects of problem-based learning (PBL) and lecturing approaches on the development of students' critical thinking. METHODS: All 79 Year 1 undergraduate nursing students at a university in Hong Kong were randomly assigned to 1 of 2 parallel courses delivered by either PBL (n = 40) or lecturing (n = 39) over 1 academic year. The primary outcome measure was students' critical thinking disposition as measured by the California Critical Thinking Disposition Inventory (CCTDI). Individual interviews were also conducted to elicit the students' perceptions of their learning experience. Data were collected at 4 timepoints spanning 3 years. RESULTS: The overall CCTDI and subscale scores for the PBL group were not significantly different from those of the lecture group at the first timepoint (pretest). Compared with lecture students, PBL students showed significantly greater improvement in overall CCTDI (P = 0.0048), Truthseeking (P = 0.0008), Analyticity (P = 0.0368) and Critical Thinking Self-confidence (P = 0.0342) subscale scores from the first to the second timepoints; in overall CCTDI (P = 0.0083), Truthseeking (P = 0.0090) and Analyticity (P = 0.0354) subscale scores from the first to the third timepoints; and in Truthseeking (P = 0.0173) and Systematicity (P = 0.0440) subscale scores from the first to the fourth timepoints. CONCLUSIONS: There were significant differences in the development of students' critical thinking dispositions between those who undertook the PBL and lecture courses, respectively. © Blackwell Publishing Ltd 2006.
Persistent Identifierhttp://hdl.handle.net/10722/88265
ISSN
2013 Impact Factor: 3.617
ISI Accession Number ID
References

 

Author Affiliations
  1. The University of Hong Kong
  2. Faculty of Medicine
  3. Hong Kong Polytechnic University
  4. Hong Kong University of Science and Technology
DC FieldValueLanguage
dc.contributor.authorTiwari, Aen_HK
dc.contributor.authorLai, Pen_HK
dc.contributor.authorSo, Men_HK
dc.contributor.authorYuen, Ken_HK
dc.date.accessioned2010-09-06T09:41:02Z-
dc.date.available2010-09-06T09:41:02Z-
dc.date.issued2006en_HK
dc.identifier.citationMedical Education, 2006, v. 40 n. 6, p. 547-554en_HK
dc.identifier.issn0308-0110en_HK
dc.identifier.urihttp://hdl.handle.net/10722/88265-
dc.description.abstractBACKGROUND: Educational approaches are thought to have facilitative or hindering effects on students' critical thinking development. The aim of this study was to compare the effects of problem-based learning (PBL) and lecturing approaches on the development of students' critical thinking. METHODS: All 79 Year 1 undergraduate nursing students at a university in Hong Kong were randomly assigned to 1 of 2 parallel courses delivered by either PBL (n = 40) or lecturing (n = 39) over 1 academic year. The primary outcome measure was students' critical thinking disposition as measured by the California Critical Thinking Disposition Inventory (CCTDI). Individual interviews were also conducted to elicit the students' perceptions of their learning experience. Data were collected at 4 timepoints spanning 3 years. RESULTS: The overall CCTDI and subscale scores for the PBL group were not significantly different from those of the lecture group at the first timepoint (pretest). Compared with lecture students, PBL students showed significantly greater improvement in overall CCTDI (P = 0.0048), Truthseeking (P = 0.0008), Analyticity (P = 0.0368) and Critical Thinking Self-confidence (P = 0.0342) subscale scores from the first to the second timepoints; in overall CCTDI (P = 0.0083), Truthseeking (P = 0.0090) and Analyticity (P = 0.0354) subscale scores from the first to the third timepoints; and in Truthseeking (P = 0.0173) and Systematicity (P = 0.0440) subscale scores from the first to the fourth timepoints. CONCLUSIONS: There were significant differences in the development of students' critical thinking dispositions between those who undertook the PBL and lecture courses, respectively. © Blackwell Publishing Ltd 2006.en_HK
dc.languageengen_HK
dc.publisherWiley-Blackwell Publishing Ltd.. The Journal's web site is located at http://www.wiley.com/bw/journal.asp?ref=0308-0110en_HK
dc.relation.ispartofMedical Educationen_HK
dc.rightsMedical Education. Copyright © Blackwell Publishing Ltd.en_HK
dc.subject*problem-based learningen_HK
dc.subject*thinkingen_HK
dc.subjectCaliforniaen_HK
dc.subjectEducation, nursing/*methodsen_HK
dc.subjectHong Kongen_HK
dc.subjectHumansen_HK
dc.subjectMulticentre study [publication type]en_HK
dc.subjectRandomised controlled trial [publication type]en_HK
dc.subjectStudents, nursing/*psychologyen_HK
dc.titleA comparison of the effects of problem-based learning and lecturing on the development of students' critical thinkingen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0308-0110&volume=40&spage=547&epage=554&date=2006&atitle=A+comparison+of+the+effects+of+problem-based+learning+and+lecturing+on+the+development+of+students%27+critical+thinkingen_HK
dc.identifier.emailTiwari, A: tiwari@hku.hken_HK
dc.identifier.emailYuen, K: fkhyuen@hku.hken_HK
dc.identifier.authorityTiwari, A=rp00441en_HK
dc.identifier.authorityYuen, K=rp00456en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/j.1365-2929.2006.02481.xen_HK
dc.identifier.pmid16700770en_HK
dc.identifier.scopuseid_2-s2.0-33646678172en_HK
dc.identifier.hkuros119417en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33646678172&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume40en_HK
dc.identifier.issue6en_HK
dc.identifier.spage547en_HK
dc.identifier.epage554en_HK
dc.identifier.isiWOS:000237597800011-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridTiwari, A=7101772273en_HK
dc.identifier.scopusauthoridLai, P=7202946426en_HK
dc.identifier.scopusauthoridSo, M=7004473851en_HK
dc.identifier.scopusauthoridYuen, K=8639606900en_HK
dc.identifier.citeulike638107-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats