Evidence map›Paper›PMID 36316831›Full record

Trial reportMedicine2022

Cognitive-behaviour intervention for critical thinking disposition of religion and social science students.

Casmir Ani, Timothy E Asogwa, Ogechi Nnamani, Robert Nyakuwa, Anthony C Areji, Chidozie Christian Inyiani, Emmanuel O Ezeani, Ikpe Ibenekwu, Emeka Ejiofor, Mathew Eze and 11 more

Open access · goldAbstract readRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in Medicine, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
0.6field-weighted citation impact, top 26% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed, 1 citations in OpenAlex.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

21 authors at 2 institutions in 2 countries.

Casmir AniDepartment of Philosophy/Strategic Contacts, Ethics, and Publications, University of Nigeria, Nsukka, Nigeria.
Timothy E AsogwaDepartment of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria.
Ogechi NnamaniDepartment of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria.
Robert NyakuwaHarare Institute of Technology, University of Stellenbosch, Zimbabwe.ORCID 0000-0003-3830-7676
Anthony C ArejiDepartment of Philosophy, University of Nigeria, Nsukka, Nigeria.
Chidozie Christian InyianiDepartment of Social Work, University of Nigeria, Nsukka, Nigeria.
Emmanuel O EzeaniDepartment of Political Science, University of Nigeria, Nsukka, Nigeria.
Ikpe IbenekwuInstitute of African Studies, University of Nigeria, Nigeria.
Emeka EjioforDepartment of Political Science, University of Nigeria, Nsukka, Nigeria.
Mathew EzeInstitute of African Studies, University of Nigeria, Nigeria.
Ezurike ChukwuemekaDepartment of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria.
Ifeanyichukwu B AgbigwDepartment of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria.
Monday SampsonDepartment Social Science Education, University of Nigeria, Nsukka, Nigeria.
Nkechi G OnahDepartment of Religious and Cultural Studies, University of Nigeria, Nsukka, Nigeria.
Collins I UgwuDepartment of Religious and Cultural Studies, University of Nigeria, Nsukka, Nigeria.
Sylvester N OgbueghuDepartment Social Science Education, University of Nigeria, Nsukka, Nigeria.
Jovita C EjimonyeDepartment Social Science Education, University of Nigeria, Nsukka, Nigeria.
Uloma A OnwuzuruikeDepartment Social Science Education, University of Nigeria, Nsukka, Nigeria.
Chioma H MachebeDepartment Social Science Education, University of Nigeria, Nsukka, Nigeria.
Calista O OnyeanusiDepartment Social Science Education, University of Nigeria, Nsukka, Nigeria.
Ifeyinwa A NjiDepartment Social Science Education, University of Nigeria, Nsukka, Nigeria.
University of Nigeria · NGHarare Institute of Technology · ZW

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe dispositions of students towards critical thinking (CT) no doubt improve their clinical practice and performance. Hence, efforts to explore ways to help students become aware and conscious of the need for CT are imperative for their self-actualization, development, and improved professional practice. It is worrisome that in spite of the limited intervention addressing CT disposition challenges, scholars are yet to study the problem, especially in developing countries.

methodsIn view of that, we assessed how CT disposition can be improved among students enrolled in cognitive-behavioral reflective training programme (CBRT-P) using a group-randomized control study with three months follow-up. To achieve this, 163 students were allocated to different groups. The recruited participants were exposed to CBRT-P.

resultsRepeated-measures analysis performed shows that at the posttest, the mean CT disposition scores of the participants enrolled in CBRT-programme (treatment group) were significantly greater compared to the counterpart group that is the comparison group. At the third assessment, the mean score of the dependent measure consistently remained higher in favor of the experimental group.

conclusionGiven the results, it is concluded that the treatment programme improves the CT disposition of students over time.

Indexed as

Students, NursingThinkingCognitionHumansReligionSocial Sciences

Identifiers

PMID36316831
PMCPMC9622699
OpenAlexW4307889110

What OpenQuestion holds

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LicenceCC BY-NC
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.