Chinese Journal of Medical Education

Chinese Journal of Medical Education >

2024 , Vol. 44 >Issue 4: 246 - 250

DOI: https://doi.org/10.3760/cma.j.cn115259-20230321-00292

The current situation and improvement strategies of critical thinking tendencies among medical undergraduate students in a certain university

  • Wang Lu ,
  • Xu Yangting ,
  • Li Peidi ,
  • Fu Shiyu ,
  • Luo Ziqiang
Expand
  • 1Four-year Pharmaceutical Science Major, Enrolled in 2020, Xiangya College of Pharmacy, Central South University, Changsha 410013, China;
    2Five-year Anesthesiology Major, Enrolled in 2018, Xiangya School of Medicine, Central South University, Changsha 410013, China;
    3Five-year Clinical Medicine Major, Enrolled in 2020, Xiangya School of Medicine, Central South University, Changsha 410013, China;
    4Four-year Medical Laboratory Major, Enrolled in 2020, Xiangya School of Medicine, Central South University, Changsha 410013, China;
    5Department of Physiology, School of Basic Medicine, Central South University, Changsha 410013, China

Received date: 2023-03-21

  Online published: 2024-03-29

Supported by

Research Project on the Construction of Curriculum Civics in Ordinary Institutions of Higher Education in Hunan Province (HNKCSZ-2020-0061)

Fold

Abstract

Objective To investigate the current tendencies of critical thinking among undergraduate medical students in a certain university, to explore the differences in critical thinking among students with different characteristics, and inform the cultivation of critical thinking ability in medical students. Methods From February 24 to March 7, 2022, a questionnaire survey was conducted to investigate the critical thinking tendencies of 270 students in various majors such as clinical medicine from the first to fourth year in a certain university. Kruskal-Wallis test and Mann-Whitney U test were used for statistical analysis. A generalized linear mixed model was constructed to analyze the influence of each factor on critical thinking. Results The total critical thinking score of the respondents was 292.00(36.25), which showed a positive nature. There was no statistically significant differences in the overall critical thinking scores of students by gender [294.50(35.50) vs. 290.50(39.25), P=0.956]; as observed for each trait, there were gender differences in four critical thinking traits, including analytical ability, systematization ability, self-confidence in critical thinking, and curiosity [45.00(6.00) vs. 43.00(7.00)、40.00(6.00) vs. 38.00(7.00)、40.00(6.00) vs. 38.00(7.00)、46.00(7.75) vs. 43.50(9.00), all P<0.05]. Conclusions Although most of the undergraduate medical students in a certain university showed positive critical thinking tendencies, a few of them still showed negative ones, and there were significant gender differences in some of the traits. Universities should attach importance to the guidance and cultivation of critical thinking tendencies among undergraduate medical student, especially the gender differences of each trait, and students' feedback while cultivating critical thinking.

Key words： Students, medical; Undergraduate education; Critical thinking; Current situation; Improvement strategies

Cite this article

Wang Lu , Xu Yangting , Li Peidi , Fu Shiyu , Luo Ziqiang . The current situation and improvement strategies of critical thinking tendencies among medical undergraduate students in a certain university[J]. Chinese Journal of Medical Education, 2024 , 44(4) : 246 -250 . DOI: 10.3760/cma.j.cn115259-20230321-00292

References

[1] 韩仰, 冯丹丹, 周艳, 等. 医学学术型研究生新生批判性思维能力现状调查[J].基础医学教育,2022,24(4):304-308. DOI: 10.13754/j.issn2095-1450.2022.04.19.
[2] Royce CS, Hayes MM, Schwartzstein RM. Teaching critical thinking: a case for instruction in cognitive biases to reduce diagnostic errors and improve patient safety[J]. Acad Med, 2019,94(2):187-194. DOI: 10.1097/ACM.0000000000002518.
[3] Richards JB, Hayes MM, Schwartzstein RM. Teaching clinical reasoning and critical thinking: from cognitive theory to practical application[J]. Chest, 2020,158(4):1617-1628. DOI: 10.1016/j.chest.2020.05.525.
[4] 李庆艳. 批判性思维特质研究综述[J].成都教育学院学报,2006,20(1):111-112,128. DOI: 10.3969/j.issn.1674-6120.2006.01.040.
[5] Liao HC, Wang YH. Integrating the gender perspective into literature studies to enhance medical university students' gender awareness and critical thinking[J]. Int J Environ Res Public Health, 2020,17(24):9245. DOI: 10.3390/ijerph17249245.
[6] 汪洋, 沈红. 我国本科生批判性思维能力增值的性别差异研究[J].重庆高教研究,2022,10(2):60-74. DOI: 10.15998/j.cnki.issn1673-8012.2022.02.007.
[7] Urhan E, Zuriguel-Perez E, Harmancı Seren AK. Critical thinking among clinical nurses and related factors: a survey study in public hospitals[J]. J Clin Nurs, 2022,31(21-22):3155-3164. DOI: 10.1111/jocn.16141.
[8] Furlan L, Francesco PD, Costantino G, et al. Choosing Wisely in clinical practice: embracing critical thinking, striving for safer care[J]. J Intern Med, 2022,291(4):397-407. DOI: 10.1111/joim.13472.
[9] 彭美慈,汪国成,陈基乐,等.批判性思维能力测量表的信效度测试研究[J].中华护理杂志,2004,39(9):644-647.
[10] 陈子旭, 罗自强. 利用基础医学创新思维训练选修课程培养医学生批判性思维的实证研究[J].中华医学教育杂志,2022,42(1):24-28. DOI: 10.3760/cma.j.cn115259-20210602-00708.
[11] 章雅青, 李丽莎, 陈颖, 等. 医学生批判性思维能力影响因素的多元回归分析[J].上海交通大学学报(医学版),2010,30(8):986-990. DOI: 10.3969/j.issn.1674-8115.2010.08.028.
[12] Zhang P, Dingle L, Mazur E. Peer Instruction in introductory physics: a method to bring about positive changes in students' attitudes and beliefs[J]. Phys Rev Phys Educ Res, 2017,13:010104. DOI:10.1103/PhysRevPhysEducRes.13.010104.
[13] 许晓川. 儒家文化传统对师生关系的负面影响[J].晋阳学刊,2003(4):36-38. DOI: 10.3969/j.issn.1000-2987.2003.04.010.
[14] 张治国, 赵梦莹, 揭雯钧, 等. 武汉市某医学院本科生批判性思维问题分析能力的影响因素分析[J].医学与社会,2022,35(4):100-105. DOI: 10.13723/j.yxysh.2022.04.020.
[15] 周会兰. 不同性别全日制护理本科生批判性思维倾向比较[J].护理学报,2010,17(12):19-21. DOI: 10.3969/j.issn.1008-9969.2010.12.007.
[16] 燕浩, 冯延琴, 鱼云霞. 大学新生批判性思维倾向的个体差异研究[J].淮海工学院学报(人文社会科学版),2017,15(9):122-126. DOI: 10.3969/j.issn.2095-333X.2017.09.033.
[17] 彭贤, 马素红, 李秀明. 大学生认知风格的性别差异[J].中国健康心理学杂志,2006,14(3):299-301. DOI: 10.3969/j.issn.1005-1252.2006.03.022.
Options
Outlines

/

〈 〉