It is generally accepted by the educators that PBL is an active and immersive process in which the students must take significant responsibility for their learning.
Problem-based learning (PBL), a pedagogical approach, is widely accepted in medical education.
Manipulated by many factors, the internal motivation of learner is the most crucial determinant that affects the nature of the outcome, in which the influences of critical thinking (CT) remained elusive.
Overall, PBL aims to foster the ability of interdisciplinary knowledge application, self-directed learning, critical thinking, communication and collaborative skills, teamwork, information searching and management, and professional values.
Thus, PBL has become a modern-day educational strategy, particularly in medical education [6, 9, 10].
Recently, there is a broad consensus that problem-based learning (PBL), a pedagogical approach widely accepted in medical education, has a positive effect on active learning and learning outcomes [1,2,3].
PBL is characterized as problem-triggered, student-centered, and tutor-facilitated to achieve active lifelong learning [1, 4,5,6].
One hundred two third-year undergraduate medical students at Peking University were involved in this study.
A Chinese version of the Critical Thinking Disposition Inventory (CTDI-CV) was used to assess the CT disposition, and the performance scores of students in PBL tutorials were compiled.
The disposition toward CT was the consistent internal motivation to engage in problem solving and decision making.
The consensus was reached that skills and dispositions of critical thinking are positively correlated with the internal motivation to think.