Morales CGM, Solís RLA, Estrada GR, Fonseca CMG

Language: Spanish
References: 13
Page: 57-64
PDF size: 469.55 Kb.

ABSTRACT

Introduction: Critical thinking is defined as the formation of a trial with a specific purpose whose result can be explained according to the evidence. A graduate student of Medicine must explore the components of critical thinking to raise, evaluate and communicate complex problems.
Objective: To determine if there is any difference in the self-perception of the critical thinking that prevails in medical residents of different medical specialties of different academic degrees.
Method: This is a cross-sectional, observational and analytical study conducted in July 2019. We used the critical thinking section of the Individual Generic Competencies Questionnaire (CCGI). The statistics were made with the chi-square test to compare the qualitative variables. The reliability of the questionnaire was validated by the Cronbach alpha test.
Results: 63 questionnaires were made. The Cronbach’s alpha coefficient was 0.860. The CCGI component “judgment of a specific situation with objective and subjective data” achived more favorable responses. However, no statistically significant difference was found when comparing the study group between sex, medical specialty or academic degree.
Conclusions: The period that takes a postgraduate medicine program is not enough to make a difference in critical thinking.

REFERENCES

1. Morales P. Implicaciones para el profesor de una enseñanza centrada en el alumno. Comillas. 2006;64(124):11-38.

2. Krupat E, Sprague JM, Wolpaw D, Haidet P, Hatem D, O’Brien B. Thinking critically about critical thinking: ability, disposition or both? Med Educ. 2011;45:625-35.

3. Cisneros R. Critical Thinking and Clinical Reasoning in the Health Sciences: An International Multidisciplinary Teaching Anthology. Am J Pharm Educ. 2009;73(3):39.

4. Gupta M, Upshur R. Critical thinking in clinical medicine: what is it? J Eval Clin Pract. 2012;18(5):938-44.

5. Garrison DR, Anderson T, Archer W. Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education. Am J Dist Educ. 2001;15(1):7-23.

6. American Psychological Association. Estados Unidos. APA Dictionary of Psychology. Critical thinking. [Internet]. 2018. Disponible en: https://dictionary.apa.org/critical-thinking

7. Paul R, Elder L. Critical Thinking Competency Standards. The Foundation for Critical Thinking. [Internet]. 2007. [noviembre 2019]. Disponible en: http://www.criticalthinking. org/files/SAM_Comp%20Stand_07opt.pdf

8. Norris SP, Ennis RH. Evaluating Critical Thinking (Practitioners’ Guide to Teaching Thinking Series). 1a edición. Estados Unidos. Midwest Publications; 1989.

9. Olivares SL y López MV. Validación de un instrumento para evaluar la autopercepción del pensamiento crítico en estudiantes de Medicina. Rev. Electrón. Investig. Educ. 2017; 19(2):67-77.

10. Facione P. Top 10 Critical Thinking FAQs. Insight Assessment. [Internet]. 2019. [noviembre 2019]. Disponible en: https:// www.insightassessment.com/blog/top-10-critical-thinkingfaqs

11. Watson, Glaser. Watson-Glaser Critical Thinking Appraisal (WGCTA). Statistics Solutions. [Internet]. 2019. [noviembre 2019]. Disponible en: https://www.statisticssolutions.com/ watson-glaser-critical-thinking-appraisal-wgcta/

12. Nelson TF. The California Critical Thinking Disposition Inventory (CCTDI). Wabash. [Internet]. 2005. [noviembre 2019]. Disponible en: https://www.wabash.edu/news/displaystory. cfm?news_ID=2935

13. Facione P. Pensamiento Crítico: ¿Qué es y por qué es importante? Insight Assessment. [Internet]. 2007. [enero 2020]; 22. Disponible en: http://www.insightassessment.com