[论文解读] Development and validation of Critical Thinking Disposition Inventory for Chinese medical college students (CTDI-M)

Xiaoxia Wang, Xiaoxiao Sun+4 more|arXiv (Cornell University)|Jun 27, 2018

Education and Critical Thinking Development参考文献 33被引用 8

一句话总结

本研究开发并验证了针对中国医学生群体的批判性思维倾向量表（CTDI-M），该量表共18项，用于测量开放性思维、系统性/分析性以及求真性。该量表表现出较强的信度（Cronbach’s alpha = 0.924）和结构效度，医学生在开放性思维与系统性/分析性方面的得分显著高于护生。

ABSTRACT

PURPOSE: Critical thinkers in medical context must be not only "able" but also "willing" to think critically. To develop and conduct psychometric testing of Critical Thinking Disposition Inventory which measure the critical thinking disposition of Chinese medical college students. METHODS: The study was conducted in two stages: (a) item generation and exploratory factor analysis (EFA) and (b) testing of psychometric properties (construct validity, split-half reliability and Cronbach's alpha, and test-retest reliability. The subjects were composed of 441 undergraduate medical and nursing students from a medical university in China. Test-retest reliability of the instrument was determined at two-week interval. Data was analyzed with SPSS13.0. RESULTS: Preliminary 264 items were obtained using an open-ended questionnaire; from which 61 items were reviewed through half open-ended questionnaire, and finally 18 items were chosen. Eighteen final items were sorted into 3 factors, which were identified as "Open-mindedness ", "Systematicity/analyticity" and "Truth seeking". The cumulative percent of variance was 57.66%. The Cronbach's alpha was 0.924 and the factors' alphas ranged from 0.824-0.862. Correlational analysis indicated moderate to high correlations between the subscales and total scores of the CTDI-CM. Our results indicated that open-mindedness and systematicity/analyticity were higher for medical students than nursing students. CONCLUSIONS: This study conducted in a Chinese medical college student population demonstrated a reliable and valid instrument for clinical thinking disposition, which measured motivation and cognitive components. The effect of enrollment year and major on the profiles of critical thinking dispositions was identified, emphasizing the importance of applying specialized teaching to students of different majors.

研究动机与目标

• 开发一种适用于评估中国医学生批判性思维倾向的有效且可靠的测量工具。
• 填补在中文医学教育背景下，用于评估批判性思维认知与动机层面的本土化适应工具的空白。
• 探讨医学生与护生之间批判性思维倾向的差异，以及不同学年之间的差异。
• 支持基于专业与年级的针对性教学策略的实施。

提出的方法

• 采用两阶段开发流程：通过开放式问卷生成题项，并对441名医学生与护生进行探索性因子分析（EFA）。
• 通过半开放式问卷对题项进行优化，将初始的264个题项精简为最终的18个题项。
• 通过验证性因子分析识别出三个潜在因子：开放性思维、系统性/分析性以及求真性。
• 采用Cronbach’s alpha与折半信度评估内部一致性。
• 使用SPSS 13.0在两周间隔内评估重测信度。
• 通过相关性分析评估各子量表与总分之间的关系。

实验结果

研究问题

• RQ1 CTDI-M在中文医学生样本中的心理测量学特性如何？
• RQ2 医学生与护生在批判性思维倾向上存在哪些差异？
• RQ3 学年与专业在多大程度上影响批判性思维倾向？
• RQ4 CTDI-M是否为测量中国医学教育中批判性思维倾向的可靠且有效工具？

主要发现

• CTDI-M表现出高度的内部一致性，Cronbach’s alpha为0.924，各子量表的alpha值在0.824至0.862之间。
• 三因子结构（开放性思维、系统性/分析性、求真性）解释了总方差的57.66%。
• 医学生在开放性思维与系统性/分析性方面的得分显著高于护生。
• 在两周间隔内，重测信度得到证实，表明其具有良好的时间稳定性。
• 子量表与总分之间观察到中等到较高的相关性，支持聚合效度。
• 入学年级与专业显著影响批判性思维倾向的特征，凸显了实施专业差异化教学方法的必要性。