The impact of an integrated PBL curriculum on clinical thinking in undergraduate medical students prior to clinical practice

Table 3 Comparison of pre-test and post-test scores in the sub-scales and total of clinical thinking ability between the PBL and Control groups

Item	Pre-test score		Post-test score		P ^a	P ^b
Item	PBL	Control	PBL	Control
Critical thinking ability	17.52 ± 2.35	17.8 ± 3.24	19.12 ± 3.45	17.44 ± 3.22	0.000	0.000
Systematic thinking ability	29.61 ± 4.91	29.55 ± 5.41	33.14 ± 5.95	30.16 ± 5.30	0.000	0.000
Evidence-based thinking ability	18.56 ± 2.98	18.86 ± 3.24	21.45 ± 4.02	19.36 ± 3.43	0.000	0.000
Total clinical thinking ability	65.61 ± 9.17	66.2 ± 10.25	73.71 ± 12.65	66.9 ± 11.01	0.000	0.000

^a A paired sample T test was used to compare the Post-test with the Pre-test scores in the PBL group. ^b Independent sample T test was used to compare the Post-test scores between the Control group and the PBL group

ISSN: 1472-6920