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

Table 5 Significant performance differences were observed in Late-Half PBL tutorials between Strong-CT students and Weak-CT students but not in Early-Half PBL tutorials. The differences were analyzed using independent t-test

	Early-Half PBL tutorials (Mean ± SD)			Late-Half PBL tutorials (Mean ± SD)
	Strong-CT group	Weak-CT group	P value	Strong-CT group	Weak-CT group	P value
PBL score	88.96 ± 2.50	88.05 ± 2.63	0.186	89.83 ± 2.65	87.54 ± 2.21	0.001^**
Participation	17.83 ± 0.73	17.54 ± 0.62	0.108	17.96 ± 0.69	17.43 ± 0.68	0.005^**
Preparation	17.81 ± 0.56	17.72 ± 0.65	0.551	18.08 ± 0.53	17.61 ± 0.45	0.001^**
Communication skills	17.72 ± 0.61	17.60 ± 0.68	0.471	17.88 ± 0.66	17.44 ± 0.54	0.007^**
Critical discussion	17.78 ± 0.62	17.58 ± 0.61	0.217	17.92 ± 0.63	17.41 ± 0.60	0.003^**
Team working	17.81 ± 0.44	17.62 ± 0.49	0.114	17.99 ± 0.55	17.66 ± 0.48	0.018^*

ISSN: 1472-6920