| Autor: |
DaRosa, Debra A., O'Sullivan, Patricia S., Younger, Monica, Deterding, Robin |
| Předmět: |
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| Zdroj: |
Teaching & Learning in Medicine; Winter2001, Vol. 13 Issue 1, p27-35, 9p |
| Abstrakt: |
Background: Critical thinking (CT) is a composite of skills linked to problem-based learning (PBL). Purposes: This study has 3 purposes: (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 CT stages. Average interrater agreement was 85.5%. CT ratios 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. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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