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