***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Critical thinking ( CT ) is important to nursing education and practice . Although there is evidence that active learning approaches , such as problem-based learning ( PBL ) , are effective in developing CT dispositions , the findings are inconclusive . This study examines the effect of PBL on the development of CT dispositions in nursing students using a crossover-experimental study in a course offered to nursing students in China . All students were r and omly assigned to two parallel groups , with one group receiving PBL and the other receiving lecture-based learning ( LBL ) as a control . The CT Dispositions Inventory-Chinese Version was administered before and after the semester-long course . Data were collected at three time points . No significant differences between groups were noted in overall and sub-scale scores at baseline ; however , pronounced differences in overall posttest scores existed between the PBL and LBL groups . Thus , PBL learning significantly enhanced the CT dispositions of nursing students enrolled in Medical-Surgical Nursing II The project purpose was to determine whether measures of critical thinking show differences between three groups ( simulator , non-simulator , control ) of baccalaureate nursing students . The second purpose was to determine the moderating effect of students ' preferred learning style . All groups experienced a moderate to large effect size in critical thinking scores . The corrected model for the total scale gain score was statistically significant but not significant for learning style or group Critical thinking is essential for professional nursing practice . Promoting critical thinking with teaching strategies has been a focus of nursing education and nursing research . Reading and writing assignments are teaching strategies for fostering critical thinking ability . We developed a course with the emphasis on critical reading and writing . The purpose s of this study were to explore the effect of the course and teaching strategies on promoting critical thinking and to underst and the learning experience and perception of nursing students as part of the course assessment plan . Quasi-experimental design and purposive sampling were used . 170 students of a two-year nursing program were grouped into an experimental and a control group depending on whether or not they took the course . The change in critical thinking ability was evaluated and determined based on performance in an article critique test before and after the course . Data was collected with an assessment tool developed for the purpose s of the research and was analyzed with descriptive statistics , paired t-test , and two-factor analysis of variance with repeated measures and content analysis . The findings were : ( 1 ) The scores on the critique test at the end of the course in both groups were significantly higher than before the course ( p<.001 ) . The improvement in score of the experimental group , however , was significantly higher than that of the control group ( p<.001 ) . ( 2 ) Changes in thinking pattern and learning attitude , as well as a feeling of growth and achievement , were found in content analysis of students ' self-evaluation of their learning experience and perception . Critical thinking skills were applied while learning the course . The results not only provide evidence to support the positive effect of reading and writing assignments on critical thinking ability but also confirm the teaching and learning activity design for the course The purpose of this project was to examine the effect of Narrative Pedagogy in nursing education on students ' ability to move toward cognitive and ethical maturity and thereby increase their autonomy in nursing practice . Students taking a class using Narrative Pedagogy  demonstrated " entry " and " exit " mean scores that showed marginal and statistically significant ( p < 0.05 ) improvement on the Measure of Intellectual Development and the California Critical Thinking Disposition Inventory . Using nonparametric and parametric analyses of variance , there was minor improvement on both scales in cognitive and ethical maturity and the disposition to think critically in the intervention group . For all variables , there were no significant differences between the control group and the intervention group , with or without adjustment for age , the only significant covariate . The cognitive and ethical growth documented by either instrument is probably not large enough to be considered practically significant in terms of movement toward autonomous practice BACKGROUND Educational approaches are thought to have facilitative or hindering effects on students ' critical thinking development . The aim of this study was to compare the effects of problem-based learning ( PBL ) and lecturing approaches on the development of students ' critical thinking . METHODS All 79 Year 1 undergraduate nursing students at a university in Hong Kong were r and omly assigned to 1 of 2 parallel courses delivered by either PBL ( n = 40 ) or lecturing ( n = 39 ) over 1 academic year . The primary outcome measure was students ' critical thinking disposition as measured by the California Critical Thinking Disposition Inventory ( CCTDI ) . Individual interviews were also conducted to elicit the students ' perceptions of their learning experience . Data were collected at 4 timepoints spanning 3 years . RESULTS The overall CCTDI and subscale scores for the PBL group were not significantly different from those of the lecture group at the first timepoint ( pretest ) . Compared with lecture students , PBL students showed significantly greater improvement in overall CCTDI ( P = 0.0048 ) , Truthseeking ( P = 0.0008 ) , Analyticity ( P = 0.0368 ) and Critical Thinking Self-confidence ( P = 0.0342 ) subscale scores from the first to the second timepoints ; in overall CCTDI ( P = 0.0083 ) , Truthseeking ( P = 0.0090 ) and Analyticity ( P = 0.0354 ) subscale scores from the first to the third timepoints ; and in Truthseeking ( P = 0.0173 ) and Systematic ity ( P = 0.0440 ) subscale scores from the first to the fourth timepoints . CONCLUSIONS There were significant differences in the development of students ' critical thinking dispositions between those who undertook the PBL and lecture courses , respectively 
    Output:
    
The continued use of generalised CT tools is unlikely to help identify appropriate teaching methods that will improve CT abilities of midwifery and nursing students and prepare them for practise .