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Improving Critical Thinking Using a Web-Based Tutorial Environment.

Stephen M Wiesner1, J D Walker, Craig R Creeger

  • 1Center for Allied Health Programs, University of Minnesota, MMC 711, 420 Delaware St. SE, Minneapolis, MN 55455, USA. Tel 612-625-6465, fax 612-625-5901. wiesn003@umn.edu.

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Summary
This summary is machine-generated.

A new scenario-based learning environment (SaBLE) improved medical laboratory science students' clinical reasoning and critical thinking. Completing more SaBLE levels correlated with better performance on critical-thinking exams across different subjects.

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Area of Science:

  • Medical Laboratory Science Education
  • Cognitive Science in Learning
  • Instructional Design

Background:

  • Students in medical laboratory science programs often struggle to connect knowledge across diverse subject areas.
  • Developing integrated knowledge and critical thinking skills is crucial for effective clinical reasoning.
  • Traditional learning methods may not adequately foster interdisciplinary connections.

Purpose of the Study:

  • To evaluate the effectiveness of a scenario-based learning environment (SaBLE) in enhancing clinical reasoning and critical thinking.
  • To assess SaBLE's ability to help undergraduate medical laboratory science students integrate knowledge from different subject areas.
  • To explore the correlation between SaBLE engagement and critical thinking performance.

Main Methods:

  • Development of SaBLE, a website application incorporating cognitive theory and instructional design principles.
  • Implementation of SaBLE in a medical laboratory science course, with a treatment group exposed for approximately 9 weeks.
  • Recording user progress and incentivizing participation through points and digital awards.
  • Statistical analysis controlling for grade point average to assess the relationship between SaBLE level completion and critical thinking exam performance.

Main Results:

  • A statistically significant correlation was found between the number of SaBLE levels completed and performance on critical-thinking exam questions.
  • This correlation persisted even when controlling for grade point average, suggesting SaBLE's independent impact.
  • The study demonstrated SaBLE's potential to improve students' ability to apply critical thinking to unrelated content.

Conclusions:

  • SaBLE is an effective tool for enhancing clinical reasoning and critical thinking in medical laboratory science students.
  • The scenario-based approach facilitated by SaBLE aids in the integration of knowledge across different subject areas.
  • Further research can explore SaBLE's broader applications in science education and its long-term impact on student learning.