Comparison between " Problem-Based Learning" and " Question & Answer" Educational Methods on Environmental Health Student's Attitude to Critical Thinking

Critical thinking has the 2 aspects; skill and attitude. The skill aspect will not take place without the attitude to critical thinking. The aim of this study was to compare between problem-based and question-answer learning methods on critical thinking attitude of environmental health students. Instrument & In this quasi-experimental study all 27 environmental health students of Alborz University of Medical Sciences were entered the study by census method. Critical thinking attitudes’ parameters were studied by the California critical thinking disposition inventory (CCTDI) before and after the intervention. The problem-based learning group (14 persons) held some scenarios for studying and investigating and question-answer group (13 persons) held 4 questioning sessions. Data were collected and analyzed by SPSS 17 using independent- and paired-T tests. There were no significant differences between the average of CCTDI scores for problem-based learning group before (278.00±28.14) and after (309.29±13.80) the intervention and also between the average of CCTDI scores for question-answer group before (276.00±7.12) and after (306.62±16.32) the intervention (p>0.05). Both methods caused a significant increase in analytic power, information categorization and self-confidence of students (p<0.05). Using both question-answer and problem-based educational methods can improve the attitude to critical thinking in students.