Author(s)

Hemin Zhang ¹, Zhouyang Chen ², Zixun Dai ¹, Xiaoqing Qiu ², Jiahui Fu ¹, Rongyang Zhou ², Meiting Ye ², Yicheng Shao ¹, Siyu Lou ¹, Wankai Wu ², Chenyi Tang ¹, Liang Ying ¹

Affiliation(s)

¹ Renji College, Wenzhou Medical University, Wenzhou, Zhejiang, China
² Wenzhou Medical University, Wenzhou, Zhejiang, China

Corresponding Author

Liang Ying

ABSTRACT

This study designs and develops a 20-item critical thinking ability test tool, and uses problem-based learning (PBL) teaching method to intervene, to study the difference of critical thinking ability of 114 senior clinical medical students before and after traditional teaching mode and PBL course. The results show that the P values of the analysis level, understanding level and application level are all less than 0.05, indicating that PBL significantly improved students' critical thinking ability. The study suggests that educators should use more PBL methods in curriculum design, and policy makers should support the promotion of PBL teaching method and teacher training to improve the critical thinking ability of clinical medical students.

KEYWORDS

Critical thinking, Medical education, Development of medical students, Ability training, Empirical research, Evaluation tools, Educational evaluation

CITE THIS PAPER

Hemin Zhang, Zhouyang Chen, Zixun Dai, Xiaoqing Qiu, Jiahui Fu, Rongyang Zhou, Meiting Ye, Yicheng Shao, Siyu Lou, Wankai Wu, Chenyi Tang, Liang Ying, Investigation Design and Practice Research Based on Critical Thinking Training of Medical Students. Curriculum and Teaching Methodology (2024) Vol. 7: 30-36. DOI: http://dx.doi.org/10.23977/curtm.2024.071005.

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Sponsors, Associates, and Links

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• Advances in Educational Technology and Psychology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education