title: Development of critical thinking in occupational therapy students.
abstract: Do students who use the Guided Reciprocal Peer Questioning (GRPQ) method increase their ability to think critically? When compared to students in a traditional senior seminar course, the results of this study indicated no significant difference between the groups regarding changes in scores on the California Critical Thinking Skills Test. However, the students in the experimental group asked more questions labelled as critical thinking than the seminar control group. These findings suggest the use of the GRPQ may improve students' skills in asking questions that include application, analysis, and synthesis. Future research regarding the role of questions in stimulating critical analysis and the role of context in the learning environment is warranted.
authors.affiliation: Department of Occupational Therapy, East Carolina University, Greenville, NC 27858, USA. veldeb@mail.ecu.edu
authors.forename: Beth P
authors.initials: BP
authors.lastname: Velde
authors.forename: Peggy P
authors.initials: PP
authors.lastname: Wittman
authors.forename: Paul
authors.initials: P
authors.lastname: Vos
mesh_terms: D000328:Adult; D001076:Aptitude; D001077:Aptitude Tests; D005260:Female; D006801:Humans; D008297:Male; D009788:Occupational Therapy / Q000193:education*; D010379:Peer Group; D018794:Problem-Based Learning; D013336:Students, Health Occupations / Q000523:psychology*; D013850:Thinking