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Research Article
Issue Date: September 01, 2007
Published Online: April 28, 2014
Updated: June 13, 2018
Disposition Toward Critical Thinking Among Occupational Therapy Students
Author Affiliations
  • Jeffrey M. Lederer, PhD, OTR/L, is Associate Professor, Auerbach School of Occupational Therapy, Spalding University, 851 South Fourth Street, Louisville, KY 402032188; jlederer@spalding.edu
Article Information
Education of OTs and OTAs / Professional and Education Issues
Research Article   |   September 01, 2007
Disposition Toward Critical Thinking Among Occupational Therapy Students
American Journal of Occupational Therapy, September/October 2007, Vol. 61, 519-526. https://doi.org/10.5014/ajot.61.5.519
American Journal of Occupational Therapy, September/October 2007, Vol. 61, 519-526. https://doi.org/10.5014/ajot.61.5.519
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Abstract

The ability to think critically is an important outcome of education. The disposition, or internal motivation, to think critically strongly influences the development of critical thought. Students (N = 79) at three levels of education in one program were administered the California Critical Thinking Disposition Inventory (CCTDI). Results indicated no differences in the disposition to think critically related to length of time spent in the program. Differences in the dispositions of open-mindedness and maturity of judgment were found between undergraduate and graduate students. A difference also was found in the disposition to think critically between the two groups. The findings suggest that students, particularly undergraduates, can benefit from instruction designed to develop the disposition to think critically. The CCTDI appears to be a useful instrument for assessing the ability and disposition for critical thinking and could serve as a reliable baseline or outcome measure for use in programs.