Skip to main content

Table 6 Significant performance improvement was observed in students with strong CT disposition but not in students with weak CT disposition. The differences were analyzed using independent t-test

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

 

Improvement Scores (Mean ± SD)

Strong-CT students

(n = 28)

Weak-CT students

(n = 30)

P value

PBL scores

0.875 ± 1.96

−0.508 ± 1.74

0.006**

Participation

0.125 ± 0.63

−0.117 ± 0.61

0.144

Preparation

0.27 ± 0.52

− 0.11 ± 0.632

0.017*

Communication skills

0.161 ± 0.67

−0.158 ± 0.52

0.047*

Critical discussion

0.14 ± 0.55

− 0.17 ± 0.55

0.037*

Team working

0.18 ± 0.55

0.04 ± 0.56

0.354

  1. *P < 0.05; **P < 0.01
Back to article page

BMC Medical Education

ISSN: 1472-6920

Contact us