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Fig. 2 | BMC Medical Education

Fig. 2

From: Thinking more wisely: using the Socratic method to develop critical thinking skills amongst healthcare students

Fig. 2

Overall improvement comparison between the students of three majors using a trajectory-tracking analysis approach. (a) The mean evaluation scores from the second evaluation minus those from the first evaluation for the nine dimensions were considered an improvement. They were converted to percentages to compare them to the performance in the first evaluation. (b) The mean evaluation scores from the second evaluation minus those from the first evaluation for the significant dimensions (within the students of each major, Tables 2–4) were considered to represent improvement and were converted to percentages to compare them to the performance in the first evaluation. (c) Comparison of the average percentage improvement among all nine dimensions, the significant dimensions, and the reciprocal dimensions (i.e., clarity and logic). (d) Trajectory analysis to assess the progress of the two subgroups of medical laboratory science and biotechnology students in the clarity dimension. (e) Trajectory analysis to assess the progress of the two subgroups of pharmaceutical students in the clarity dimension. (f) Trajectory analysis to assess the progress of the two subgroups of undergraduate medical students in the clarity dimension. (g) Trajectory analysis to identify the progress of the two subgroups of medical laboratory science and biotechnology students in the logic dimension. (h) Trajectory analysis to assess the progress of the two subgroups of pharmaceutical students in the logic dimension. (i) Trajectory analysis to assess the progress of the two subgroups of undergraduate medical students in the logic dimension

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