The disposition toward CT was the consistent internal motivation to engage in problem solving and decision making.The consensus was reached that skills and dispositions of critical thinking are positively correlated with the internal motivation to think.Problem-based learning (PBL), a pedagogical approach, is widely accepted in medical education.
The disposition toward CT was the consistent internal motivation to engage in problem solving and decision making.
The total CT scores had a positive correlation with the scores of the PBL performance and its five dimensions significantly.
In the majority, students with Strong-CT disposition obtained higher scores in PBL tutorials compared with students with Weak-CT disposition.
The analysis of numerical data was conducted using SPSS 16.0.
CT disposition of third-year undergraduate medical students at Peking University was at a positive level, with an average score of 297.72.
It is generally accepted by the educators that PBL is an active and immersive process in which the students must take significant responsibility for their learning.
Students who understand and agree with the PBL concept, who are well aware of and implement the group dynamics, who collaborate closely with team members and who are good at transforming into self-directed learners will garner increased benefits from PBL [7, 9, 11, 18].
Recently, there is a broad consensus that problem-based learning (PBL), a pedagogical approach widely accepted in medical education, has a positive effect on active learning and learning outcomes [1,2,3].
PBL is characterized as problem-triggered, student-centered, and tutor-facilitated to achieve active lifelong learning [1, 4,5,6].
A statement presented by Scriven and Paul in 1987 said, “Critical thinking is the ability to apply higher-order cognitive skills (conceptualization, analysis, evaluation) and the disposition to be deliberate about thinking (being open-minded or intellectually honest) that lead to action that is logical and appropriate” .
The consensus regarding critical thinking characterizes it as a self-adjusting process of judging what to believe and what to do in a given context .