Background: Critical thinking (CT) is a composite of skills linked to problem-based learning (PBL). Purposes: This study has 3purposes: (a) to determine if PBL discourse could be coded for CT, (b) to demonstrate reliable coding, and (c) to determine whether a CT ratio would provide a valid measure to compare 2 PBL groups. Methods: Using prior research, we refined the code for a content analysis of PBL transcripts. Raters coded 6 hr of transcripts and computed CT ratios for each of the 5 CTstages. Average interrater agreement was 85.5%. CTratios appeared to differ between 2 PBL groups delivered in 2 modalities. Results: PBL discourse could be coded following a CT framework. Independent raters reliably applied the code, and the resulting CT ratios detected tenable differences. Conclusions: This approach could provide useful information about the effect of case modality.
CITATION STYLE
Kamin, C. S., O’Sullivan, P. S., Younger, M., & Deterding, R. (2001). Measuring Critical Thinking in Problem-Based Learning Discourse. Teaching and Learning in Medicine, 13(1), 27–35. https://doi.org/10.1207/S15328015TLM1301_6
Mendeley helps you to discover research relevant for your work.