Xiaofang Chen1, Jinxiang Ma2
1Medical Records Management, Hainan General Hospital, Hainan Affiliated Hospital of Hainan Medical University, Haikou, 570300, China
2Guangzhou Medical University, Guangzhou, 510182, China
Objective: Critical thinking is an essential competency for medical students .The survey’s aims was to explore the influencing factors of critical thinking ability and evaluate the critical thinking ability of medical students under LBL + PBL + EBM method, LBL + PBL method and LBL method, so as to provide theoretical basis for improving the critical thinking ability of medical students and provide data support for the effective implementation of LBL + PBL + EBM teaching method in medical colleges. Methods: Using stratified random cluster sampling method, 1 ~ 2 classes were randomly selected from grade 1 to grade 4 in Guangzhou Medical University. A total of 557 students were surveyed by the critical thinking disposition questionnaire in California. Using SPSS 20.0 statistical software for statistical analysis, statistical methods include : descriptive statistical analysis, t test, analysis of variance. Results: the critical thinking ability scores of medical students from different grades and genders were statistically significant (p<0.05). With grades ascend, the critical thinking ability gradually decreased (rs = -0.119,p=0.005). The critical thinking ability scores of female was higher than that of male (t = -2.030,p=0.043). Excluding the impact of grades and genders, the critical thinking ability scores of students underwent LBL+PBL+EBM teaching method were higher than that of students underwent LBL (F=10.344,p<0.001).Conclusions: LBL+PBL+EBM teaching method can improve critical thinking ability.
Problem-Based Learning; Lecture-Based Learning; Evidence-Based Medicine; Critical thinking
Xiaofang Chen, Jinxiang Ma. LBL + PBL + EBM Teaching Method Can Improve Critical Thinking Ability. Frontiers in Educational Research (2022) Vol. 5, Issue 13: 1-5. https://doi.org/10.25236/FER.2022.051301.
 Naba, A., et al., Problem-Based Learning Curriculum as a Tool to Increase Medical Student Exposure to Radiation Oncology. International Journal of Radiation Oncology, Biology, Physics, 2022. 114(1).
 Miriam, B., et al., Increasing general practitioner use of evidence-based medicine in teaching and clinical practice through evidence-based journal clubs. Australian journal of primary health, 2021.
 Dehong, Y., et al., Improvement in critical thinking dispositions of undergraduate nursing students through problem-based learning: a crossover-experimental study. The Journal of nursing education, 2013. 52(10).
 Yong, L. and P. Attila, Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 2022. 45.
 Antonia, M.M., M. Ana and V. Ángel, Development of an instrument to assess young people's attitudes toward critical thinking. Thinking Skills and Creativity, 2022. 45.
 Yonatan, S., Comparison between Problem-Based Learning and Lecture-Based Learning: Effect on Nursing Students' Immediate Knowledge Retention. Advances in medical education and practice, 2020. 11.
 Liu, Q., et al., Application and Practice Analysis Of LBL-CBL-PBL-TBL Four-Track Hybrid Teaching Method in Quality Improvement of Hospital Medical Equipment Operation and Maintenance Training. World Scientific Research Journal, 2022. 8(8).
 Girma, T.S., T.D. Girma and D.E. Habtie, Problem based learning approach increases the academic satisfaction of health science students in Ethiopian universities: a comparative cross sectional study. BMC Medical Education, 2022. 22(1).
 de Pinho Luis Antonio, et al., A processual view on the use of problem-based learning in high school physiology teaching. Advances in physiology education, 2021. 45(4).
 James, K., et al., Multisite assessment of emergency medicine resident knowledge of evidence-based medicine as measured by the Fresno Test of Evidence-Based Medicine. Journal of osteopathic medicine, 2022.
 Smith, A.B., et al., A Cross-Sectional Study of Medical Student Knowledge of Evidence-Based Medicine as Measured by the Fresno Test of Evidence-Based Medicine. Journal of Emergency Medicine, 2016. 50(5).
 Bixler, G.M., et al., Collaborative Concept Mapping and Critical Thinking in Fourth-Year Medical Students. Clinical Pediatrics, 2015. 54(9).
 Sigrid, W., et al., Critical thinking dispositions among newly graduated nurses. Journal of advanced nursing, 2010. 66(10).
 M, W.C. and H.R. C, Dispositional differences in critical thinking related to gender and academic major. The Journal of nursing education, 1999. 38(4).
 Kong, L., et al., The effectiveness of problem-based learning on development of nursing students’ critical thinking: A systematic review and meta-analysis. International Journal of Nursing Studies, 2014. 51(3).