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Table 4 Significant difference in performance in PBL tutorials between Strong-CT students and Weak-CT students analyzed using independent t-test

From: Influence of critical thinking disposition on the learning efficiency of problem-based learning in undergraduate medical students

 

Scores (Mean ± SD)

Strong-CT students

(n = 28)

Weak-CT students

(n = 30)

P value

PBL score

89.39 ± 2.39

87.80 ± 2.27

0.011*

Participation

17.89 ± 0.63

17.48 ± 0.57

0.012*

Preparation

17.94 ± 0.48

17.66 ± 0.46

0.025*

Communication skills

17.80 ± 0.54

17.52 ± 0.55

0.054

Critical discussion

17.85 ± 0.56

17.49 ± 0.54

0.017*

Team working

17.90 ± 0.42

17.64 ± 0.40

0.017*

  1. *P < 0.05