Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis

@article{Abrami2008InstructionalIA,
  title={Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis},
  author={Philip C. Abrami and Robert M. Bernard and Evgueni Borokhovski and Anne Wade and Michael A. Surkes and Rana Tamim and Dai Zhang},
  journal={Review of Educational Research},
  year={2008},
  volume={78},
  pages={1102 - 1134}
}
Critical thinking (CT), or the ability to engage in purposeful, self-regulatory judgment, is widely recognized as an important, even essential, skill. This article describes an ongoing meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions. We found 117 studies based on 20,698 participants, which yielded 161 effects with an average effect size (g+) of 0.341 and a standard… 
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TLDR
The current status of the instructional practices used to enhance Critical Thinking, Clinical Reasoning and Clinical Judgement skills and dispositions in Health Sciences Higher Education programmes are revealed.
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