| Deficiencies exist in the area of critical thinking assessment, especially when linked to a particular pedagogy. The purpose of this study is to illuminate the relationship between a problem-based learning (PBL) curriculum and the development of critical thinking skills among the approximately 100 newly admitted first-year graduate students enrolled in the Indiana University School of Dentistry (IUSD) 2001 cohort. For this study, critical thinking was defined as an awareness of one's own thinking (self-reflection) and the ability (foundation skills) and willingness (disposition) to clarify and improve understanding that aids in drawing appropriate conclusions and making the best decisions possible within a context (knowledge base).;The study reviewed results of coursework and inventories identified as appropriate for the research objectives: The Watson-Glaser Critical Thinking Appraisal (CTA), the Kolb Learning Styles Inventory, Faculty Written Assessments, and a locally developed survey of students' attitudes toward the PBL curriculum. These data were supplemented with demographic and academic data including Dental Admission Test scores, undergraduate major, and undergraduate and first semester graduate GPAs.;Means and frequencies were used to develop descriptive profiles of the cohort and its sub-groups. Cross tabulations, ANOVAs, and post hoc analyses compared groups within the sample. A series of multiple regression analyses assessed the relationship between several independent variables including, but not limited to, elements of the PBL curriculum, preferred learning style, age, gender, undergraduate major, and student perceptions with change in critical thinking skills. The results indicated that reading comprehension scores were the best predictors of CTA pretest scores. CTA posttest scores were best predicted from first semester graduate GPA, race/ethnicity, and the incoming CTA pretest score. Findings indicated participants making the greatest gains from pretest to posttest were slightly older, Caucasian, had undergraduate science majors, lower undergraduate GPAs, and lower pretest scores. Student surveys indicated that despite high levels of anxiousness and frustration, students felt connected with the learning process in the PBL environment. The findings from this study have implications for student orientation programs, PBL and small group methodology, faculty development, and further research on critical thinking attainment. |
