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Measuring critical thinking in problem-based learning discourse.

C S Kamin1, P S O'Sullivan, M Younger

  • 1Department of Pediatrics, University of Colorado School of Medicine, Denver, Colorado, USA. kamin.carol@tchden.org

Teaching and Learning in Medicine
|March 29, 2001
PubMed
Summary
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This study shows that problem-based learning (PBL) discussions can be reliably coded for critical thinking (CT) skills. The resulting CT ratios effectively identified differences between PBL groups, offering insights into case modality effects.

Area of Science:

  • Education
  • Cognitive Science

Background:

  • Critical thinking (CT) is integral to problem-based learning (PBL).
  • Assessing CT within PBL discourse is crucial for understanding learning effectiveness.

Purpose of the Study:

  • To code PBL discourse for critical thinking (CT).
  • To establish reliable coding procedures for CT in PBL.
  • To validate CT ratios as a measure for comparing PBL groups.

Main Methods:

  • Content analysis of PBL transcripts using a refined CT framework.
  • Raters coded 6 hours of transcripts across 5 CT stages.
  • Calculation of CT ratios and assessment of interrater agreement (85.5%).

Main Results:

  • PBL discourse was successfully coded using the CT framework.

Related Experiment Videos

  • Independent raters demonstrated reliable application of the coding scheme.
  • CT ratios revealed significant differences between two PBL groups.

    • Conclusions:

    • The developed CT coding approach is viable for analyzing PBL discourse.
    • CT ratios can serve as a valid metric to compare PBL group performance.
    • This method offers valuable insights into the impact of case modality on critical thinking development.