Impact of RBL Teaching Method on the Critical Thinking of Medical Graduate Students

Rui FENG; Shilian XU; Hailong YANG; Zhe YANG; Yuan YANG; Fan LI; Xiaomin ZHANG

doi:10.12259/j.issn.2095-610X.S20231008

Volume 44 Issue 10

Oct. 2023

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Article Navigation > Journal of Kunming Medical University > 2023 > 44(10): 196-201

Rui FENG, Shilian XU, Hailong YANG, Zhe YANG, Yuan YANG, Fan LI, Xiaomin ZHANG. Impact of RBL Teaching Method on the Critical Thinking of Medical Graduate Students[J]. Journal of Kunming Medical University, 2023, 44(10): 196-201. doi: 10.12259/j.issn.2095-610X.S20231008

Citation:

Rui FENG, Shilian XU, Hailong YANG, Zhe YANG, Yuan YANG, Fan LI, Xiaomin ZHANG. Impact of RBL Teaching Method on the Critical Thinking of Medical Graduate Students[J]. Journal of Kunming Medical University, 2023, 44(10): 196-201. doi: 10.12259/j.issn.2095-610X.S20231008

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Impact of RBL Teaching Method on the Critical Thinking of Medical Graduate Students

doi: 10.12259/j.issn.2095-610X.S20231008

Rui FENG¹,
Shilian XU¹,
Hailong YANG¹,
Zhe YANG²,
Yuan YANG¹,
Fan LI^{3
,
,},
Xiaomin ZHANG^{1
,
,}

1.
School of Basic Medicine，Kunming Medical University，Kunming Yunnan 650500
2.
Dept. of Pathology，The 1st Affiliated Hospital of Kunming Medical University，Kunming Yunnan 650032，China
3.
School of Medicine，Yunnan University，Kunming Yunnan 650091

Received Date: 2023-07-27
Available Online: 2023-09-11
Publish Date: 2023-10-25

Abstract

Abstract

Objective To evaluate the impact of research-based learning （RBL）, a new teaching method, on the critical thinking ability of medical postgraduates in order to enhance their critical thinking skills. Methods A total of 330 postgraduate students majoring in medicine participated in this study. Among them, the experimental group （n = 165） completed the course of “Cultivation of Basic Quality of Scientific Research” using RBL teaching method, while the students in the control group （n = 165） did not participate in this course. Subsequently, a critical thinking ability questionnaire was used to assess the differences in critical thinking ability between the two groups. Results The experimental group had a higher total score in critical thinking ability compared to the control group （P < 0.001）. The experimental group also scored higher than the control group in five dimensions: seeking truth, analytical ability, confidence in critical thinking, curiosity, and cognitive maturity （P < 0.05）. Conclusion The RBL teaching method can improve the critical thinking ability of medical postgraduate students.
- RBL teaching method,
- Postgraduate students,
- Critical thinking

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References(17)

References

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