Validation of an Instrument to Assess Self-Perception of Critical Thinking in Students of Medicine
DOI:
https://doi.org/10.24320/redie.2017.19.2.848Keywords:
Pensamiento crítico, Educación superior, Educación médicaSupporting Agencies:
Ninguno.Abstract
The fast pace at which knowledge is generated means that students of medicine must develop generic skills during the course of their training. Critical thinking is essential to make self-regulated judgments based on substantiated reasoning. In order to measure students’ skills, the Individual Generic Skill Questionnaire (CCGI, in Spanish) was developed, with 74 items that measure students’ self-perception in the following skills: critical thinking, information literacy, self-management, time management, problem solving and decision-making. To validate the critical thinking section, 18 experts assessed the questionnaire and determined the relevance of each assertion, and the questionnaire was given to 135 students. Cronbach’s alpha was 0.739 and a factorial analysis produced 3 components associated with different facets of critical thinking: information interpretation and analysis, making a judgment on a situation from objective and subjective information, and inferring the consequences of a decision based on self-regulated judgments. Descriptive statistics show that student self-perception is better regarding their preferences in assessing and inferring.Downloads
Download data is not yet available.
References
Burris, S. (2005). Effect on problem based learning on critical thinking ability and content knowledge acquisition of secondary agriculture students (Tesis doctoral, Universidad de Missouri-Columbia.
Facione N. C., Facione P. A. y Sánchez C. A. (1994) Critical thinking disposition as a measure of competent clinical judgment: the development of the California Critical Thinking Disposition Inventory. The Journal of Nursing Education, 33(8), 345-350.
Facione, N. C., y Facione, P. A. (2008). Critical thinking and clinical reasoning in the health sciences: a teaching anthology. CA: California Press.
Facione, P. A. (1990). Critical thinking: a statement of expert consensus for purposes of educational assessment and instruction. CA: The California Academic Press.
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Recuperado de http://www.insightassessment.com
Fisher, M., King, J. y Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21, 516-525.
Garrison, D. R., Anderson, T. y Archer, W. (2001) Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education, 15(1), 7-23.
Gupta, M. y Upshur, R. (2012). Critical thinking in clinical medicine: what is it? Journal Of Evaluation In Clinical Practice, 18(5), 938-944. doi:10.1111/j.1365-2753.2012.01897.
Krupat, E., Sprague, J. M., Wolpaw, D., Haidet, P., Hatem, D., y O’Brien, B. (2011). Thinking critically about critical thinking: ability,disposition or both? Medical Education, 45, 625-635.
Morales, P. (2013). El análisis factorial en la construcción e interpretación de tests, escalas y cuestionarios. Madrid: Universidad Pontificia Comillas.
Norris, S. y Ennis, R. H. (1989). Evaluating critical thinking. Pacific Grove, CA: Midwest Publications.
Paul, R. y Elder, L. (2006). Critical thinking competency standards. Dillon Beach, CA: The Foundation of Critical Thinking.
Vogt, P. (2007). Quantitative research methods for professionals. Boston, MA: Pearson/Allyn and Bacon.
Wagennar, R. y González, J. (2003). Tuning educational structures in Europe. España: Universidad de Deusto.
Facione N. C., Facione P. A. y Sánchez C. A. (1994) Critical thinking disposition as a measure of competent clinical judgment: the development of the California Critical Thinking Disposition Inventory. The Journal of Nursing Education, 33(8), 345-350.
Facione, N. C., y Facione, P. A. (2008). Critical thinking and clinical reasoning in the health sciences: a teaching anthology. CA: California Press.
Facione, P. A. (1990). Critical thinking: a statement of expert consensus for purposes of educational assessment and instruction. CA: The California Academic Press.
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Recuperado de http://www.insightassessment.com
Fisher, M., King, J. y Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21, 516-525.
Garrison, D. R., Anderson, T. y Archer, W. (2001) Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education, 15(1), 7-23.
Gupta, M. y Upshur, R. (2012). Critical thinking in clinical medicine: what is it? Journal Of Evaluation In Clinical Practice, 18(5), 938-944. doi:10.1111/j.1365-2753.2012.01897.
Krupat, E., Sprague, J. M., Wolpaw, D., Haidet, P., Hatem, D., y O’Brien, B. (2011). Thinking critically about critical thinking: ability,disposition or both? Medical Education, 45, 625-635.
Morales, P. (2013). El análisis factorial en la construcción e interpretación de tests, escalas y cuestionarios. Madrid: Universidad Pontificia Comillas.
Norris, S. y Ennis, R. H. (1989). Evaluating critical thinking. Pacific Grove, CA: Midwest Publications.
Paul, R. y Elder, L. (2006). Critical thinking competency standards. Dillon Beach, CA: The Foundation of Critical Thinking.
Vogt, P. (2007). Quantitative research methods for professionals. Boston, MA: Pearson/Allyn and Bacon.
Wagennar, R. y González, J. (2003). Tuning educational structures in Europe. España: Universidad de Deusto.
Downloads
-
HTML
-
PDF
-
XMLSPANISH 110
Article abstract page views: 3010
Published
2017-04-10
