The effects of problem-based learning and lecturing on the development of Iranian nursing students’ critical thinking

摘要

Objective: The present study aimed to consider the effects of problem-based learning (PBL) and lecturing approaches on the development of students? critical thinking. Methodology: A total of 40 second-year nursing students participated: 20 students in the PBL group and 20 students in the traditional lecture (control) group. The students underwent a one-semester course using the two methods of education. The California Critical Thinking Disposition Inventory (CCTDI) was used to measure the students? critical thinking. Results: Compared with lecture students, PBL students showed significantly greater improvement in overall CCTDI. In terms of critical thinking, a significant relationship was found among the PBL and lecture groups. Conclusion: The present study suggests a significant difference between PBL and traditional lecture groups so that a positive learning attitude was observed in the PBL group and learning motivation is higher in the PBL than in the traditional-based method of learning.