Measuring critical thinking in problem-based learning discourse.
BACKGROUND
Critical thinking (CT) is a composite of skills linked to problem-based learning (PBL).


OBJECTIVE
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.
Kamin
C S
CS
Department of Pediatrics, University of Colorado School of Medicine, Denver, Colorado, USA. kamin.carol@tchden.org
O'Sullivan
P S
PS
Younger
M
M
Deterding
R
R
D004521:Educational Measurement / Q000379:methods*; D006126:Group Processes; D006801:Humans; D017145:Models, Educational; D018794:Problem-Based Learning; D013850:Thinking