One goal of healthcare educators is to help students think critically to solve problems. Problem-based learning (PBL) is a process that promotes active learning using critical thinking (CT). An assumption is that athletic training students learn CT skills by engaging in the elimination process to correctly answer multiple-choice questions. The purpose of this study is to answer whether implementing a PBL self-directed learning method via computer simulations effects entry-level athletic training students’ performance on computer simulations related to physical evaluation of athletic injuries.
The California Critical Thinking Skills Test (CCTST) was used to evaluate participants’ CT. Participants were divided into two groups, higher level CT (M=72.65%) and lower level CT (M=33.06%). Participants then completed the Computerized-Traditional Athletic Training Simulation Instrument prior to and after completing four weeks of self-directed learning. A repeated measures ANOVA within and between subjects revealed no significant difference between pre-test and post-test performance by their CT level, Wilks’ Lambda =.975, F(1,30)=.775, p=.386, multivariate ηp2=.025.
Participants received unlimited access to computer case simulations from www.higherlevelthinking.com as the treatment measure. A repeated measures ANOVA showed no significant effect of students’ CT level on their performance on five computer simulations, F(2.03, 60.92)=.447, p=.645. A repeated measures ANOVA test of between-group effect was conducted F(1, 30)=1.84, p=.186, and revealed no significant difference in mean performance scores between the two groups.
Participants appeared to score better on the computer simulation 3 BOC Mock Exam compared to the other four computer simulations. Using pairwise comparisons, it was found that participants’ performed significantly better on computer simulation 3 (M=77.12%), p<.01 than on all other cases.
Additionally, a repeated measures ANOVA determined that a significant difference occurred between participants’ grade point average (GPA) in athletic training classes and their performance on the CCTST, F(2.58, 77.49)=4.68, p=.007. Based on this study, computer simulations do not evaluate the decision making thinking process, and thus, should not be used as an evaluation tool for assessing CT in athletic training students regarding physical evaluation of athletic injuries. However, it was determined that participants’ cumulative GPA and GPA in athletic training classes do reflect their ability to think critically.