Validation of an Instrument to Assess Self-Perception of Critical Thinking in Students of Medicine

Validation of an Instrument to Assess Self-Perception of Critical Thinking in Students of Medicine

The fast pace at which knowledge is generated means that students of medicine must develop generic skills during the course of their training. Critical thinking is essential to make self-regulated judgments based on substantiated reasoning. In order to measure students’ skills, the Individual Generi...

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Hauptverfasser: Olivares Olivares, Silvia Lizett, López Cabrera, Mildred Vanessa
Format: Online
Sprache:spa
Veröffentlicht: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017
Online Zugang:https://redie.uabc.mx/index.php/redie/article/view/848
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spelling redie-article-8482020-12-11T18:02:51Z Validation of an Instrument to Assess Self-Perception of Critical Thinking in Students of Medicine Validación de un instrumento para evaluar la autopercepción del pensamiento crítico en estudiantes de Medicina Olivares Olivares, Silvia Lizett López Cabrera, Mildred Vanessa Pensamiento crítico Educación superior Educación médica The fast pace at which knowledge is generated means that students of medicine must develop generic skills during the course of their training. Critical thinking is essential to make self-regulated judgments based on substantiated reasoning. In order to measure students’ skills, the Individual Generic Skill Questionnaire (CCGI, in Spanish) was developed, with 74 items that measure students’ self-perception in the following skills: critical thinking, information literacy, self-management, time management, problem solving and decision-making. To validate the critical thinking section, 18 experts assessed the questionnaire and determined the relevance of each assertion, and the questionnaire was given to 135 students. Cronbach’s alpha was 0.739 and a factorial analysis produced 3 components associated with different facets of critical thinking: information interpretation and analysis, making a judgment on a situation from objective and subjective information, and inferring the consequences of a decision based on self-regulated judgments. Descriptive statistics show that student self-perception is better regarding their preferences in assessing and inferring. El acelerado ritmo de generación de conocimiento requiere que los estudiantes de Medicina desarrollen competencias genéricas durante su formación. El pensamiento crítico es primordial para establecer juicios autorregulados basándose en argumentación fundamentada. Para medir la disposición de estudiantes en competencias, se desarrolló el Cuestionario de Competencias Genéricas Individuales (CCGI), el cual mide con 74 reactivos la autopercepción de los estudiantes hacia las competencias de: pensamiento crítico, alfabetización informacional, autodirección, administración del tiempo, solución de problemas y toma de decisiones. Para validar la sección de pensamiento crítico 18 expertos evaluaron el cuestionario y determinaron la pertinencia de cada aseveración; además, se aplicó el instrumento a 135 estudiantes. El Alfa de Cronbach fue 0.739 y el análisis factorial resultó en 3 componentes asociados a dimensiones del pensamiento crítico: Interpretación y análisis de información, Juicio de una situación con datos objetivos y subjetivos, e Inferencia de consecuencias de la decisión basándose en el juicio autorregulado. La estadística descriptiva indica que los estudiantes se perciben mejor en sus preferencias para evaluar e inferir. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017-04-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/index.php/redie/article/view/848 10.24320/redie.2017.19.2.848 Revista Electrónica de Investigación Educativa; Vol. 19 No. 2 (2017); 67 - 77 Revista Electrónica de Investigación Educativa; Vol. 19 Núm. 2 (2017); 67 - 77 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/848/1524 https://redie.uabc.mx/index.php/redie/article/view/848/1535 https://redie.uabc.mx/index.php/redie/article/view/848/1923 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Olivares Olivares, Silvia Lizett
López Cabrera, Mildred Vanessa
spellingShingle Olivares Olivares, Silvia Lizett
López Cabrera, Mildred Vanessa
Validation of an Instrument to Assess Self-Perception of Critical Thinking in Students of Medicine
author_facet Olivares Olivares, Silvia Lizett
López Cabrera, Mildred Vanessa
author_sort Olivares Olivares, Silvia Lizett
title Validation of an Instrument to Assess Self-Perception of Critical Thinking in Students of Medicine
title_short Validation of an Instrument to Assess Self-Perception of Critical Thinking in Students of Medicine
title_full Validation of an Instrument to Assess Self-Perception of Critical Thinking in Students of Medicine
title_fullStr Validation of an Instrument to Assess Self-Perception of Critical Thinking in Students of Medicine
title_full_unstemmed Validation of an Instrument to Assess Self-Perception of Critical Thinking in Students of Medicine
title_sort validation of an instrument to assess self-perception of critical thinking in students of medicine
description The fast pace at which knowledge is generated means that students of medicine must develop generic skills during the course of their training. Critical thinking is essential to make self-regulated judgments based on substantiated reasoning. In order to measure students’ skills, the Individual Generic Skill Questionnaire (CCGI, in Spanish) was developed, with 74 items that measure students’ self-perception in the following skills: critical thinking, information literacy, self-management, time management, problem solving and decision-making. To validate the critical thinking section, 18 experts assessed the questionnaire and determined the relevance of each assertion, and the questionnaire was given to 135 students. Cronbach’s alpha was 0.739 and a factorial analysis produced 3 components associated with different facets of critical thinking: information interpretation and analysis, making a judgment on a situation from objective and subjective information, and inferring the consequences of a decision based on self-regulated judgments. Descriptive statistics show that student self-perception is better regarding their preferences in assessing and inferring.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2017
url https://redie.uabc.mx/index.php/redie/article/view/848
_version_ 1715723553726267392

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