linkedin critical thinking assessment answers

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How to Evaluate a Job Candidate’s Critical Thinking Skills in an Interview

• Christopher Frank,
• Paul Magnone,
• Oded Netzer

It’s not about how they answer your questions — it’s about the kind of questions they ask you.

The oldest and still the most powerful tactic for fostering critical thinking is the Socratic method, developed over 2,400 years ago by Socrates, one of the founders of Western philosophy. The Socratic method uses thought-provoking question-and-answer probing to promote learning. It focuses on generating more questions than answers, where the answers are not a stopping point but the beginning of further analysis. Hiring managers can apply this model to create a different dialogue with candidates in a modern-day organization.

Hiring is one of the most challenging competencies to master, yet it is one of the most strategic and impactful managerial functions. A McKinsey study quantified that superior talent is up to eight times more productive, showing that the relationship between talent quality and business performance is dramatic. Organizations seeking growth or simply survival during difficult times must successfully recruit A-list talent, thought leaders, and subject matter experts. This is often done under time constraints as you must quickly fill a key position. Essentially you are committing to a long-term relationship after a few very short dates.

• CF Christopher Frank is the coauthor of “ Decisions Over Decimals: Striking the Balance between Intuition and Information ” (Wiley) and “ Drinking from the Fire Hose: Making Smarter Decisions Without Drowning in Information ” (Portfolio). He is the Vice President of research and analytics at American Express.
• PM Paul Magnone is the coauthor of “ Decisions Over Decimals: Striking the Balance between Intuition and Information ” (Wiley) and “ Drinking from the Fire Hose: Making Smarter Decisions Without Drowning in Information ” (Portfolio). He currently serves as the head of global strategic alliances for Google.
• ON Oded Netzer is the coauthor of “ Decisions Over Decimals: Striking the Balance between Intuition and Information ” (Wiley). He is the Vice Dean for Research and the Arthur J. Samberg Professor of Business at Columbia Business School, an affiliate of the Columbia Data Science Institute, and an Amazon Scholar.

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Promoting and Assessing Critical Thinking

Critical thinking is a high priority outcome of higher education – critical thinking skills are crucial for independent thinking and problem solving in both our students’ professional and personal lives. But, what does it mean to be a critical thinker and how do we promote and assess it in our students? Critical thinking can be defined as being able to examine an issue by breaking it down, and evaluating it in a conscious manner, while providing arguments/evidence to support the evaluation. Below are some suggestions for promoting and assessing critical thinking in our students.

Thinking through inquiry

Asking questions and using the answers to understand the world around us is what drives critical thinking. In inquiry-based instruction, the teacher asks students leading questions to draw from them information, inferences, and predictions about a topic. Below are some example generic question stems that can serve as prompts to aid in generating critical thinking questions. Consider providing prompts such as these to students to facilitate their ability to also ask these questions of themselves and others. If we want students to generate good questions on their own, we need to teach them how to do so by providing them with the structure and guidance of example questions, whether in written form, or by our use of questions in the classroom.

Generic question stems

• What are the strengths and weaknesses of …?
• What is the difference between … and …?
• Explain why/how …?
• What would happen if …?
• What is the nature of …?
• Why is … happening?
• What is a new example of …?
• How could … be used to …?
• What are the implications of …?
• What is … analogous to?
• What do we already know about …?
• How does … affect …?
• How does … tie in with what we have learned before?
• What does … mean?
• Why is … important?
• How are … and … similar/different?
• How does … apply to everyday life?
• What is a counterarguement for …?
• What is the best …and why?
• What is a solution to the problem of …?
• Compare … and … with regard to …?
• What do you think causes …? Why?
• Do you agree or disagree with this statement? What evidence is there to support your answer?
• What is another way to look at …?

Critical thinking through writing

Another essential ingredient in critical thinking instruction is the use of writing. Writing converts students from passive to active learners and requires them to identify issues and formulate hypotheses and arguments. The act of writing requires students to focus and clarify their thoughts before putting them down on paper, hence taking them through the critical thinking process. Writing requires that students make important critical choices and ask themselves (Gocsik, 2002):

• What information is most important?
• What might be left out?
• What is it that I think about this subject?
• How did I arrive at what I think?
• What are my assumptions? Are they valid?
• How can I work with facts, observations, and so on, in order to convince others of what I think?
• What do I not yet understand?

Consider providing the above questions to students so that they can evaluate their own writing as well. Some suggestions for critical thinking writing activities include:

• Give students raw data and ask them to write an argument or analysis based on the data.
• Have students explore and write about unfamiliar points of view or “what if” situations.
• Think of a controversy in your field, and have the students write a dialogue between characters with different points of view.
• Select important articles in your field and ask the students to write summaries or abstracts of them. Alternately, you could ask students to write an abstract of your lecture.
• Develop a scenario that place students in realistic situations relevant to your discipline, where they must reach a decision to resolve a conflict.

See the Centre for Teaching Excellence (CTE) teaching tip “ Low-Stakes Writing Assignments ” for critical thinking writing assignments.

Critical thinking through group collaboration

Opportunities for group collaboration could include discussions, case studies, task-related group work, peer review, or debates. Group collaboration is effective for promoting critical thought because:

• An effective team has the potential to produce better results than any individual,
• Students are exposed to different perspectives while clarifying their own ideas,
• Collaborating on a project or studying with a group for an exam generally stimulates interest and increases the understanding and knowledge of the topic.

See the CTE teaching tip “ Group Work in the Classroom: Types of Small Groups ” for suggestions for forming small groups in your classroom.

Assessing critical thinking skills

You can also use the students’ responses from the activities that promote critical thinking to assess whether they are, indeed, reaching your critical thinking goals. It is important to establish clear criteria for evaluating critical thinking. Even though many of us may be able to identify critical thinking when we see it, explicitly stated criteria help both students and teachers know the goal toward which they are working. An effective criterion measures which skills are present, to what extent, and which skills require further development. The following are characteristics of work that may demonstrate effective critical thinking:

• Accurately and thoroughly interprets evidence, statements, graphics, questions, literary elements, etc.
• Asks relevant questions.
• Analyses and evaluates key information, and alternative points of view clearly and precisely.
• Fair-mindedly examines beliefs, assumptions, and opinions and weighs them against facts.
• Draws insightful, reasonable conclusions.
• Justifies inferences and opinions.
• Thoughtfully addresses and evaluates major alternative points of view.
• Thoroughly explains assumptions and reasons.

It is also important to note that assessment is a tool that can be used throughout a course, not just at the end. It is more useful to assess students throughout a course, so you can see if criteria require further clarification and students can test out their understanding of your criteria and receive feedback. Also consider distributing your criteria with your assignments so that students receive guidance about your expectations. This will help them to reflect on their own work and improve the quality of their thinking and writing.

See the CTE teaching tip sheets “ Rubrics ” and “ Responding to Writing Assignments: Managing the Paper Load ” for more information on rubrics.

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact. 

• Gocsik, K. (2002). Teaching Critical Thinking Skills. UTS Newsletter, 11(2):1-4
• Facione, P.A. and Facione, N.C. (1994). Holistic Critical Thinking Scoring Rubric. Millbrae, CA: California Academic Press. www.calpress.com/rubric.html (retrieved September 2003)
• King, A. (1995). Inquiring minds really do want to know: using questioning to teach critical thinking. Teaching of Psychology, 22(1): 13-17
• Wade, C. and Tavris, C. (1987). Psychology (1st ed.) New York: Harper. IN: Wade, C. (1995). Using Writing to Develop and Assess Critical Thinking. Teaching of Psychology, 22(1): 24-28.

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Critical Thinking: Basic Questions & Answers

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Critical Thinking Tests

• 228 questions

Critical thinking tests, sometimes known as critical reasoning tests, are often used by employers. They evaluate how a candidate makes logical deductions after scrutinising the evidence provided, while avoiding fallacies or non-factual opinions. Critical thinking tests can form part of an assessment day, or be used as a screening test before an interview.

What is a critical thinking test?

A critical thinking test assesses your ability to use a range of logical skills to evaluate given information and make a judgement. The test is presented in such a way that candidates are expected to quickly scrutinise the evidence presented and decide on the strength of the arguments.

Critical thinking tests show potential employers that you do not just accept data and can avoid subconscious bias and opinions – instead, you can find logical connections between ideas and find alternative interpretations.

This test is usually timed, so quick, clear, logical thinking will help candidates get the best marks. Critical thinking tests are designed to be challenging, and often used as part of the application process for upper-management-level roles.

What does critical thinking mean?

Critical thinking is the intellectual skill set that ensures you can process and consider information, challenge and analyse data, and then reach a conclusion that can be defended and justified.

In the most simple terms, critical reasoning skills will make sure that you are not simply accepting information at face value with little or no supporting evidence.

It also means that you are less likely to be swayed by ‘false news’ or opinions that cannot be backed with facts – which is important in high-level jobs that require logical thinking.

For more information about logical thinking, please see our article all about logical reasoning .

Which professions use critical thinking tests, and why?

Typically, critical thinking tests are taken as part of the application process for jobs that require advanced skills in judgement, analysis and decision making. The higher the position, the more likely that you will need to demonstrate reliable critical reasoning and good logic.

The legal sector is the main industry that uses critical thinking assessments – making decisions based on facts, without opinion and intuition, is vital in legal matters.

A candidate for a legal role needs to demonstrate their intellectual skills in problem-solving without pre-existing knowledge or subconscious bias – and the critical thinking test is a simple and effective way to screen candidates.

Another industry that uses critical thinking tests as part of the recruitment process is banking. In a similar way to the legal sector, those that work in banking are required to make decisions without allowing emotion, intuition or opinion to cloud coherent analysis and conclusions.

Critical thinking tests also sometimes comprise part of the recruitment assessment for graduate and management positions across numerous industries.

The format of the test: which skills are tested?

The test itself, no matter the publisher, is multiple choice.

As a rule, the questions present a paragraph of information for a scenario that may include numerical data. There will then be a statement and a number of possible answers.

The critical thinking test is timed, so decisions need to be made quickly and accurately; in most tests there is a little less than a minute for each question. Having experience of the test structure and what each question is looking for will make the experience smoother for you.

There are typically five separate sections in a critical thinking test, and each section may have multiple questions.

Inference questions assess your ability to judge whether a statement is true, false, or impossible to determine based on the given data and scenario. You usually have five possible answers: absolutely true, absolutely false, possibly true, possibly false, or not possible to determine.

Assumptions

In this section, you are being assessed on your ability to avoid taking things for granted. Each question gives a scenario including data, and you need to evaluate whether there are any assumptions present.

Here you are given a scenario and a number of deductions that may be applicable. You need to assess the given deductions to see which is the logical conclusion – does it follow?

Interpretation

In the interpretation stage, you need to read and analyse a paragraph of information, then interpret a set of possible conclusions, to see which one is correct. You are looking for the conclusion that follows beyond reasonable doubt.

Evaluation of Arguments

In this section, you are given a scenario and a set of arguments that can be for or against. You need to determine which are strong arguments and which are weak, in terms of the information that you have. This decision is made based on the way they address the scenario and how relevant they are to the content.

How best to prepare for a critical thinking test

The best way to prepare for any type of aptitude test is to practice, and critical thinking tests are no different.

Taking practice tests, as mentioned above, will give you confidence as it makes you better understand the structure, layout and timing of the real tests, so you can concentrate on the actual scenarios and questions.

Practice tests should be timed. This will help you get used to working through the scenarios and assessing the conclusions under time constraints – which is a good way to make sure that you perform quickly as well as accurately.

In some thinking skills assessments , a timer will be built in, but you might need to time yourself.

Consistent practice will also enable you to pinpoint any areas of the critical thinking test that require improvement. Our tests offer explanations for each answer, similar to the examples provided above.

Publishers of critical thinking tests

The watson glaser critical thinking test.

The Watson-Glaser Critical Thinking Appraisal (W-GCTA) is the most popular and widely used critical thinking test. This test has been in development for 85 years and is published by TalentLens .

The W-GCTA is seen as a successful tool for assessing cognitive abilities, allowing recruiting managers to predict job success, find good managers and identify future leaders. It is available in multiple languages including English, French and Spanish.

The test itself can be used as part of an assessment day or as a screening assessment before an interview. It consists of 40 questions on the 5 sections mentioned above, and is timed at 30 minutes. Click here for more information on Watson Glaser tests .

SHL critical reasoning test

SHL is a major aptitude test publisher, which offers critical thinking as part of its testing battery for pre-employment checks.

SHL tests cover all kinds of behavioural and aptitude tests, from logic to inference, verbal to numerical – and with a number of test batteries available online, they are one of the most popular choices for recruiters.

Cornell critical thinking test

The Cornell critical thinking test was made to test students and first developed in 1985. It is an American system that helps teachers, parents and administrators to confidently predict future performance for college admission, gifted and advanced placement programs, and even career success.

Prepare yourself for leading employers

5 Example critical thinking practice questions with answers

In this section, you need to deduce whether the inferred statement is true, false or impossible to deduce.

The UK Government has published data that shows 82% of people under the age of 30 are not homeowners. A charity that helps homeless people has published data that shows 48% of people that are considered homeless are under 30.

The lack of affordable housing on the sales market is the reason so many under-30s are homeless.

• Definitely True
• Probably True
• Impossible to Deduce
• Probably False
• Definitely False

The information given does not infer the conclusion given, so it is impossible to deduce if the inference is correct – there is just not enough information to judge the inference as correct.

The removal of the five-substitution rule in British football will benefit clubs with a smaller roster.

Clubs with more money would prefer the five-substitute rule to continue.

• Assumption Made

Assumption Not Made

This is an example of a fallacy that could cause confusion for a candidate – it encourages you to bring in any pre-existing knowledge of football clubs.

It would be easy to assume the assumption has been made when you consider that the more money a club has, the more players they should have on the roster. However, the statement does not make the assumption that the clubs with more money would prefer to continue with the five-substitute rule.

All boys love football. Football is a sport, therefore:

• All boys love all sports
• Girls do not love football
• Boys are more likely to choose to play football than any other sport

In this section we are looking for the conclusion that follows the logic of the statement. In this example, we cannot deduce that girls do not love football, because there is not enough information to support that.

In the same way the conclusion that all boys love all sports does not follow – we are not given enough information to make that assumption. So, the conclusion that follows is 3: boys are more likely to choose football than any other sport because all boys like football.

The British Museum has a range of artefacts on display, including the largest privately owned collection of WWII weaponry.

There is a larger privately owned collection of WWII weaponry in the USA.

• Conclusion Follows

Conclusion Does Not Follow

The fact that the collection is in the British Museum does not make a difference to the fact it is the largest private collection – so there cannot be a larger collection elsewhere.

The Department for Education should lower standards in examinations to make it fairer for less able students.

• Yes – top grades are too hard for lower-income students
• No – less fortunate students are not capable of higher standards
• Yes – making the standards lower will benefit all students
• No – private school students will suffer if grade standards are lower
• The strongest argument is the right answer, not the one that you might personally believe.

In this case, we need to assess which argument is most relevant to the statement. Both 1 and 4 refer to students in particular situations, which isn’t relevant to the statement. The same can be said about 2, so the strongest argument is 3, since it is relevant and addresses the statement given.

Within two hours of practice I have improved my score from 50% correct to 88%.

Critical Thinking Tests FAQs

What are the basics of critical thinking.

In essence, critical thinking is the intellectual process of considering information on its merits, and reaching an analysis or conclusion from that information that can be defended and rationalised with evidence.

How do you know if you have good critical thinking skills?

You are likely to be someone with good critical thinking skills if you can build winning arguments; pick holes in someone’s theory if it’s inconsistent with known facts; reflect on the biases inherent in your own experiences and assumptions; and look at problems using a systematic methodology.

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Critical Thinking Tests Tips

The most important factor in your success will be practice. If you have taken some practice tests, not only will you start to recognise the way questions are worded and become familiar with what each question is looking for, you will also be able to find out whether there are any parts that you need extra practice with.

It is important to find out which test you will be taking, as some generic critical thinking practice tests might not help if you are taking specific publisher tests (see the section below).

2 Fact vs fallacy

Practice questions can also help you recognise the difference between fact and fallacy in the test. A fallacy is simply an error or something misleading in the scenario paragraph that encourages you to choose an invalid argument. This might be a presumption or a misconception, but if it isn’t spotted it can make finding the right answer impossible.

3 Ignore what you already know

There is no need for pre-existing knowledge to be brought into the test, so no research is needed. In fact, it is important that you ignore any subconscious bias when you are considering the questions – you need logic and facts to get the correct answer, not intuition or instinct.

4 Read everything carefully

Read all the given information thoroughly. This might sound straightforward, but knowing that the test is timed can encourage candidates to skip content and risk misunderstanding the content or miss crucial details.

During the test itself, you will receive instructions that will help you to understand what is being asked of you on each section. There is likely to be an example question and answer, so ensure you take the time to read them fully.

5 Stay aware of the time you've taken

This test is usually timed, so don’t spend too long on a question. If you feel it is going to take too much time, leave it and come back to it at the end (if you have time). Critical thinking tests are complex by design, so they do have quite generous time limits.

For further advice, check out our full set of tips for critical thinking tests .

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Reviews of our Watson Glaser tests

What our customers say about our Watson Glaser tests

Jozef Bailey

United Kingdom

April 05, 2022

Doesn't cover all aspects of Watson-Glaser tests but useful

The WGCTA uses more categories to assess critical thinking, but this was useful for the inference section.

April 01, 2022

Just practicing for an interview

Good information and liked that it had a countdown clock, to give you that real feel in the test situation.

Jerico Kadhir

March 31, 2022

Aptitude test

It was OK, I didn't understand personally whether or not the "cannot say" option was acceptable or not in a lot of the questions, as it may have been a trick option.

Salvarina Viknesuari

March 15, 2022

I like the test because the platform is simple and engaging while the test itself is different than most of the Watson Glaser tests I've taken.

Alexis Sheridan

March 02, 2022

Some of the ratios were harder than I thought!

I like how clear the design and layout is - makes things very easy (even if the content itself is not!)

Cyril Lekgetho

February 17, 2022

Mental arithmetic

I enjoyed the fact that there were multiple questions pertaining to one passage of information, rather than multiple passages. However I would've appreciated a more varied question type.

Madupoju Manish

February 16, 2022

Analytics are the best questions

I like the test because of its time schedule. The way the questions are prepared makes it easy to crack the original test.

Chelsea Franklin

February 02, 2022

Interesting

I haven't done something like this for ages. Very good for the brain - although I certainly experienced some fog whilst doing it.

[email protected]

January 04, 2022

Population/exchange rates were the hardest

Great test as it felt a bit time pressured. Very different types of questions in terms of difficulty.

faezeh tavakoli

January 02, 2022

More attention to detail + be more time conscious

It was asking about daily stuff we all deal with, but as an assessment it's scrutinising how we approach these problems.

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Linkedin Skill Assessment Answers

• Post last modified: 3 April 2023
• Reading time: 29 mins read
• Post category: LinkedIn Certification

Here, We see all LinkedIn Skill Assessment Answers and a list of all available skill assessments on LinkedIn.

The purpose of LinkedIn Skill Assessments is to test and verify a user’s actual skills and knowledge, and cheating defeats the purpose of the assessments. It is always best to approach LinkedIn Skill Assessments with honesty and integrity, as doing so can benefit both the user and their professional network in the long run.

Table of Content

• 1.1 Technical Skills Assessment
• 1.2 Business Skills Assessment
• 1.3 Design Skills Assessment
• 2 What is Linkedin Skill Assessment?
• 3.1 Are Linkedin Skill Assessments Worth It?
• 3.2 How to Take Linkedin Skill Assessment
• 3.3 How to Add Linkedin Skill Assessment Badge

A typical assessment consists of 15 multiple-choice questions and each question tests at least one concept or subskill. The questions are timed and must be completed in one session.

• 15 multiple choice
• 1.5 minutes per question
• Score in the top 30% to earn a badge

LinkedIn Skill Assessment Answers

Technical skills assessment, business skills assessment, design skills assessment.

• LinkedIn .NET Framework Skill Assessment Quiz Answers
• LinkedIn Agile Methodologies Skill Assessment Quiz Answers
• LinkedIn Amazon Web Services (AWS) Skill Quiz Answers
• LinkedIn Android Assessment Quiz Answers
• LinkedIn AngularJS Skill Assessment Quiz Answers
• LinkedIn AWS Lambda Skill Assessment Answers
• LinkedIn Bash Skill Assessment Quiz Answers
• LinkedIn C Skill Assessment Quiz Answers
• LinkedIn C# Skill Assessment Quiz Answers
• LinkedIn C++ Skill Assessment Quiz Answers
• LinkedIn CSS Skill Assessment Quiz Answers
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What is Linkedin Skill Assessment?

LinkedIn Skill Assessment is a feature on the professional networking platform LinkedIn that allows users to assess and verify their skills in various areas such as technology, marketing, sales, and more.

The LinkedIn Skill Assessments consist of a series of multiple-choice questions that test users’ knowledge in a particular skill or area. The assessments are timed and typically take between 15 and 20 minutes to complete.

Users who successfully pass an assessment receive a badge on their LinkedIn profile, indicating their proficiency in that particular skill. The badges can be seen by recruiters and other LinkedIn users, potentially increasing a user’s visibility and credibility within their field.

The Skill Assessments are available for free to all LinkedIn users, and there is no limit to the number of assessments a user can take. However, users must wait at least three months before attempting the same assessment again.

Are Linkedin Skill Assessments Worth It?

Yes, LinkedIn Skill Assessments can be worth it for users who want to showcase their skills and demonstrate their proficiency in a particular area or field.

Completing relevant LinkedIn Skill Assessments and earning corresponding badges can help users to stand out to potential employers, recruiters, and clients who are searching for individuals with specific skills and expertise. This can increase one’s visibility and credibility within their professional network and potentially lead to new job opportunities or collaborations.

Additionally, taking LinkedIn Skill Assessments can help users to identify gaps in their skills and knowledge and take steps to improve in these areas. This can help users to stay up-to-date with the latest trends and developments in their field, which can be essential in staying competitive and advancing one’s career.

Overall, LinkedIn Skill Assessments can be a valuable tool for users to showcase their skills, increase their visibility, and identify areas for improvement.

How to Take Linkedin Skill Assessment

Here are the steps to take a LinkedIn Skill Assessment:

1. Log in to your LinkedIn account and go to your profile page.

2. Scroll down to the “Featured Skills and Endorsements” section and click on the “Take skill quiz” button.

3. Select the skill or area you want to be assessed on.

4. Click on the “Continue” button and review the instructions for the assessment.

5. Click on the “Start quiz” button to begin the assessment.

6. Answer the multiple-choice questions within the given time limit. You can only choose one answer per question, and you cannot go back to a previous question once you have moved on.

7. Once you have completed the assessment, click on the “Submit” button.

8. You will receive the results of the assessment immediately, and if you have passed, you will earn a badge on your LinkedIn profile indicating your proficiency in that skill.

It is essential to note that you can only take each LinkedIn Skill Assessment once every three months, so it’s important to prepare adequately before attempting an assessment. You can also view your past assessments, including the questions and answers, in the “Skills” section of your LinkedIn profile.

How to Add Linkedin Skill Assessment Badge

Here are the steps to add a LinkedIn Skill Assessment badge to your profile:

2. Scroll down to the “Featured Skills and Endorsements” section and click on the “Add skill” button.

3. Select the skill or area for which you have earned a badge through a LinkedIn Skill Assessment.

4. In the “Skill details” section, select the appropriate level of proficiency based on the badge you earned.

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• v.28(1); 2023

Assessing trainee critical thinking skills using a novel interactive online learning tool

Barbara a. jantausch.

a Division of Infectious Diseases, Children’s National Hospital, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA

James E. Bost

b Children’s National Research Institute, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA

Priti Bhansali

c Division of Hospital Medicine, Children’s National Hospital, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA

Yosefa Hefter

Isabella greenberg.

d Medical Education, Children’s National Hospital, Washington, DC, USA

Ellen Goldman

e Human and Organizational Learning, Master Teacher Leadership Development Program, George Washington University, Washington, DC, USA

Associated Data

The data tables are stored on our secured CNH servers. However, it should be noted that we did not include obtaining permission to share the data outside of the institution on our consent forms.

Critical thinking is essential for the accurate diagnosis and management of patients. It is correlated with academic success.

Our objective was to design a novel tool for interactive online learning to improve knowledge and to assess trainees’ critical thinking skills using the framework of the American Philosophical Association (APA).

Residents, fellows and students participated in an online, self-directed case-based vignette activity to learn malaria diagnosis and management. Pre and post-tests with multiple choice and open-ended case-based questions assessed knowledge and critical thinking. Comparison between pre and post-test scores across subgroups were performed using paired t-tests or one-way ANOVA.

Between 4 April 2017 to 14 July 2019, 62 of 75 (82%) eligible subjects completed both the pre and the post-test. Improved post-test scores occurred in 90% of medical students, p=0.001, 77% of residents, p<0.001, 60% of fellows, p=0.72 and 75% of trainees overall, p=<0.001. Fellows had higher pre-test scores than students or residents but there was no difference by level of training on the post-test.

Conclusions

This interactive online learning activity effectively imparted medical knowledge and improved trainee responses to questions requiring critical thinking. To our knowledge, this is the first time the APA’s critical thinking framework has been incorporated into interactive online learning and assessment of critical thinking skills in medical trainees. We applied this innovation specifically in global health education, but there is obvious potential to expand it to a wide variety of areas of clinical training.

Introduction

In addition to medical knowledge, critical thinking is essential for the accurate diagnosis and management of patients [ 1 , 2 ]. Critical thinking is purposeful, reflective judgment based on the consideration of evidence, methods and standards in decision making [ 3 ]. Six core skills are the foundation of critical thinking: interpretation, analysis, evaluation, inference, explanation, and self-regulation [ 4 ]. This is the conceptual framework for this study.

Pediatricians must be able to care for immigrant children and returning pediatric travelers with global healthcare issues [ 5–7 ]. The Federation of Pediatric Organizations recommends that all pediatric residents be provided with training in global child health [ 8 ]. However, in 2016, 36.5% of pediatric residents performing international electives did not receive pre-travel preparation, constituting a gap in global health education [ 9 ]. As such, we sought to develop and implement a web-based interactive malaria vignette player (MVP) to provide medical knowledge about malaria and to assess the critical thinking skills of medical students, residents, and fellows.

Education about malaria is a key pillar in any global health curriculum. Malaria is a potentially fatal infection which is endemic throughout the world and infects 200 million people every year. Most malaria deaths worldwide occur in children under 5 years of age [ 10 ]. In 2018 there were 1,823 malaria cases reported to The Centers for Disease Control and Prevention (CDC) including 294 in children, 48 of whom had severe malaria. Malaria patients require timely evaluation and treatment [ 11 ]. The diagnosis and management of malaria can be challenging, particularly for new health care providers, including medical students, residents, and fellows and requires both adequate medical knowledge and critical thinking skills.

We planned to use the asynchronous delivery of the MVP with immediate online feedback tailored to the learner, to provide individualized and adaptable delivery of global health curricula to the learners [ 12 ]. Critical thinking is challenging to teach and to assess [ 1 , 13 , 14 ]. We sought to incorporate the following strategies in the (MVP) which are important in teaching critical thinking: case-based learning, asynchronous delivery (which allows the learner to tailor the pace of learning to maximize the incorporation and application of knowledge) and virtual simulation in problem solving, which enhances the active engagement of the learner [ 1 ]. To the best of our knowledge, this is the first time that the American Philosophical Association’s critical thinking framework is being adapted for the assessment of critical thinking in medical trainees via interactive online learning.

We created an online individualized learning tool, consisting of a case-based branching scenario for teaching malaria recognition, evaluation, and management [ 15–17 ]. In this scenario, each trainee was allowed to ‘choose their own adventure’ and select the region of the world in which they wished to work. Trainees were given immediate online feedback following their selections of diagnostic, therapeutic and disposition choices customized for the management of their online animated patients. We incorporated two custom animated avatars to keep the trainees engaged during the virtual simulation.

The study protocol was submitted to the Institutional Review Board of Children’s National Hospital and was determined to be exempt. All 62 individuals agreed to participate in the study. All subjects completed a Demographic Questionnaire and a pre-test prior to accessing the MVP; immediately after completing the MVP, all subjects completed a post-test, similar in content with the pre-test.

No identifying information was collected about the participants and participation was voluntary. No IP addresses were collected, and each participant was assigned a study-specific ID number to identify their pre- and post-test answers.

All attendees of the Children’s National Global Health Course, which is held semi-annually, were invited to access the module during a Global Health Course session. Trainees preparing for an international elective or those interested in increasing their knowledge about malaria were able to access the MVP, through our internal Children’s National Hospital’s online learning platform, without having an affiliation to the Global Health Course.

The pre and post- test were designed to assess residents’, fellows’ and students’ critical thinking skills as defined by the APA. The items in the pre- and post-MVP test included open-ended questions regarding the management of patients in clinical scenarios. Interpretation was evaluated by testing the trainees’ ability to understand and express the meaning or significance of situations, data, experiences or events [ 18 ] by answering questions such as: ‘What’s happening?’ ‘What does this mean?’ [ 19 ] Analysis was evaluated by testing the trainees’ ability to identify the relationships among statements, questions and descriptions [ 18 ] by answering questions such as: ‘What is your basis for saying that?’ ‘What assumptions must you make to accept that conclusion?’ [ 19 ] Explanation was evaluated by testing the trainees’ ability to list the criteria for their conclusions and to present arguments supporting those conclusions [ 18 ] by answering the question: ‘Why do you think that was the right answer?’ [ 19 ] The Pre and Post-Test Question Subject and Content is shown in Table 1 .

Pre and post-test question subject and content.

Critical thinking questions were formulated according to the Test Manual for The California Critical Thinking Skills Test (CCTST) [ 19 ], a validated tool to measure critical thinking [ 20 ], which has been correlated with academic success among medical trainees [ 20 , 21 ].

The pre and post-test were validated via comparison of the test results among multiple groups, i.e., medical students, residents and fellows. The test questions covered the content of the module, and their subject matter was reviewed by five malaria experts in relation to the objectives of the module.

Grading of tests

A grading rubric contained the answers offered by the five malaria experts to the medical knowledge questions (multiple choice with single correct answer) and the critical thinking questions (open-ended essay with multiple items listed by the experts in their answer to each question). For example, the experts listed several diagnostic tests to be performed in the evaluation of a patient with severe malaria. The collective answers of the experts for each question were noted and the trainee was awarded 1 point for each of their responses matching an expert’s response to that question.

Grading of the multiple medical knowledge questions was based on comparison to infectious disease references [ 15 ] and Centers for Disease Control and Prevention recommendations [ 16 , 17 ]. Grading of trainees’ answers to critical thinking questions was done by comparison of the trainee’s response to the compiled answers of five malaria experts. The trainee was given one point for each response which matched the responses of the experts. Grading was performed by three of the authors: an infectious disease fellow (YH), a hospitalist attending physician (PB), and an infectious disease attending physician (BJ).

Reliability assessment

Interrater reliability was assessed for our exam total scores and for each question and demonstrated high rater agreement. The median and IQR for the pretests total score were: 16 (13–19), 15 (12–17), 17 (14–20). Pairwise correlations and pairwise Intra-class correlation coefficients (ICC) ranged from 0.96 to 0.98 and the overall ICC across the three raters was 0.92. The ICCs for each pretest question that required a score ranged from 0.75 to 0.96. The median and IQR for the posttests total score were: 19 (16–23), 18 (15–21), 19.5 (17–24). Pairwise correlations ranged from 0.92 to 0.94 and pairwise ICCs ranged from 0.92 to 0.93 and the overall ICC across the three raters was 0.88. The ICCs for each posttest question that required a score were all above 0.7 except for Question 4 where it was 0.58. We also compared the change from pre to post for the total score with the following results: 4 (0–6), 3.5 (0–6), 3 (1–6). Pairwise correlations ranged from 0.88 to 0.90 and pairwise ICCs ranged from 0.88 to 0.89 and the overall ICC across the three raters was 0.89. Given the excellent reliability between raters, further analysis was done using the scoring of the infectious disease attending physician.

Comparisons between pre and post-test results were performed using paired t-tests. Comparisons between pre- and post-test across items and total scores across subgroups were performed using t-tests or one-way ANOVA. Analysis of binary items was conducted using chi-squared tests.

Between 4 April 2017 and 14 July 2019, of the 76 trainees eligible to participate, 62 trainees (11 medical students, 36 residents, and 15 subspecialty fellows), 62/76 (82%) completed all study procedures. The majority 33/62 (53%) completed the MVP through Children’s National semi-annual Global Health Course, 24/62 (39%) accessed the MVP independently to improve their knowledge of global health and 5/62 (8%) completed the MVP in preparation for an international elective. Most trainees in the group 40/62 (64%) had previously cared for a patient with malaria including: 86% (13/15) of fellows, 58% (21/36) of residents and 54% (6/11) of medical students. In addition, 19/62 (31%) had worked in a malarious region.

Results are presented as means and standard deviations or medians and interquartile ranges. The improvement in trainees’ scores is shown in Table 2 . Overall, the mean score for the pretest was 16.8 with the post-test improving to 20.0 which was significant at p  < 0.001. Specific questions that exhibited the most improvement were: Q2 ( p  = 0.002) and Q7 ( p  < 0.001) where subjects were asked for the best treatment option for a given scenario, Q6 ( p  < 0.001) which asked what diagnostic testing was appropriate for a given scenario; and Q3 ( p  < 0.001) where the subject was asked to justify their treatment choice.

Pre and post test and change comparisons in trainees.

Fellows had higher pre-test scores overall, p  < 0.001, when compared to medical students, p  = 0.007 or residents, p  = 0.001. This difference was no longer reflected in the post-test scores. Trainees who had taken care of a patient with malaria ( n  = 40), had higher scores on the pre-test, than those who had not, p  = 0.007. This difference was no longer reflected in the post-test scores. The MVP elevated the performance of medical students and residents to that of fellows. It enhanced the ability of those who had never cared for a patient with malaria to perform as well as those who had.

Trainees commented that they: ‘ … liked the interactive nature of the vignettes and the immediate feedback on … answer choices.’ They enjoyed the autonomy, especially the ‘choose your adventure aspect.’ They ‘…loved the avatars!’

We adapted the APA critical thinking framework, which is new to the online medical education literature, to assess the critical thinking skills of undergraduate and graduate medical trainees in a novel way via interactive online learning to address a global health priority. The MVP effectively imparted medical knowledge and improved responses to questions requiring the use of critical thinking skills for care of pediatric patients with malaria. Upon completing the MVP, the performance of medical students and residents was elevated to that of fellows. The MVP also enhanced the ability of those who had never cared for a patient with malaria to perform as well as those who had.

Medical students showed the greatest improvement with 90% of them having improved post-test scores. This study demonstrates how medical students can benefit from interactive case-based training. Medical students like the interactive aspect of e-learning and the convenience and flexibility that it provides [ 22 ]. The attributes of asynchronous and interactive e-learning contribute to successful educational experiences for medical students [ 23 ]. In our study, these attributes were also appreciated by trainees at the resident and fellow level. Almost all fellows (86%) who viewed the MVP had previous experience caring for a patient with malaria and had high scores on the pre-test, as compared to the medical student and resident trainee groups. This may account for the relatively decreased amount of improvement they demonstrated on the post-test, as compared to the medical student and resident trainee groups.

Limitations of the study are that the number of participants is small and the number in each trainee group is even smaller.

Online learning is an effective modality to impart knowledge to medical trainees [ 24 ]. It is a timely and appropriate modality to teach and to assess critical thinking in medical trainees today. Online learning enables educators to provide self-directed learning, flexibility, and accessibility for medical trainees [ 25 ]. It enables trainees to control the pace of their learning and thus to customize their learning experience to fulfill their individualized goals [ 26 ].

Critical thinking is essential for the accurate diagnosis and management of patients [ 1 , 2 ] but it has not been fully embodied in medical education [ 2 , 27 ]. It has been incorporated into nursing [ 28 , 29 ] and allied health education [ 30 , 31 ]. As Huang et al [ 1 ] emphasize, the incorporation of critical thinking into the medical curriculum is of paramount importance. Critical thinking is necessary for prudent diagnostic stewardship [ 32 ], yet it is difficult to teach and to assess [ 1 , 13 , 14 ]. However, we designed innovative online learning to teach and to assess critical thinking skills, which was embraced by trainees. By incorporating basic strategies identified by Huang [ 1 ] and Chacon [ 27 ] as being important to teaching critical thinking, we devised unique means to engage and immerse the learner in the clinical milieu through virtual simulation, avatars, and immediate online formative feedback.

Incorporation of the APA’s critical thinking framework into interactive online learning as exemplified in this study and described at the beginning of the Discussion, provides a template for the assessment of critical thinking in undergraduate and graduate medical trainees. The study findings suggest that when faculty are using an online module to assess critical thinking they should consider the following: 1) develop an asynchronous web-based tool to provide individualized learning and flexibility with available access 24/7, 2) enable self-directed learning with a ‘choose your adventure’ scenario with branching pathways allowing autonomy for the learner 3) allow the learner to navigate the module at his or her own pace 4) engage the learner by a unique communication technique (for example we used avatars) 5) immerse the learner in clinical scenarios by allowing the learner to be virtually present in the clinical arena (such as having the trainee visit the emergency room, laboratory and pharmacy in the MVP) 6) provide formative feedback by having the learner select a diagnostic test, treatment option or disposition for a patient and then receive immediate interactive online feedback. In devising a pre-test or post-test to assess critical thinking, one should provide clinical scenarios with specific questions tailored to assess the selected core critical thinking skills that are unique to their specialty, that one wishes to study. For example, we focused on interpretation, analysis, and explanation, as they are of particular importance in the practice of infectious diseases. One should use the basis of the CCTST [ 19 ] questioning technique with specific generic prompters for the assessment of specific critical thinking skills, as described earlier in the Methods section.

In conclusion, to our knowledge, this is the first time the APA’s critical thinking framework was incorporated into interactive online learning and assessment of critical thinking skills in medical trainees. We applied this innovation specifically in global health education, but there is obvious potential to expand it to a wide variety of areas of clinical training. Future studies should examine the role of incorporation of the APA’s six critical thinking skills into core curricula in selected clinical rotations, with applications to diagnostic stewardship and the practice of high value care while determining a definitive diagnosis or management plan.

Acknowledgments

The authors would like to acknowledge Drs. Elizabeth Barnett, Kathy Ferrer, Andrea Hahn, Rebecca Levorson, and Lineo Thahane for being the malaria experts who reviewed and took the test and upon whose response trainee answers were graded. The authors would like to thank Mr. Jeff Sestokas who designed and built the Malaria Vignette Player.

Funding Statement

All phases of this study were supported by a Children’s National Hospital Washington, DC, Children’s Academy of Pediatric Educators (CAPE) Project Fund Grant.

Disclosure statement

Dr. Priti Bhansali, as the Director of the Children’s Academy of Pediatric Educators (CAPE), participated in the decision-making process to award funding for statistical analysis for this project.

Data availability statement

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LinkedIn Learning: Critical Thinking

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What's the recommended strategy for dealing with a complex problem that has no obvious solution?

Throw in the towel and go out for a double latte.

Break the problem down into smaller, more solvable pieces.

List out the consequences, then analyze the cause for each one.

Assign the parts of the problem to each person on you team.

Why do people tend to rush off and start solving the problem without understanding causes and consequences first?

They can avoid getting get tasked with solving additional problems.

They know that causes and consqequences get fihured out at the end.

It makes them feel like they're being responsive to stakeholders.

It allows them to reverse engineer the causes.

During the critical thinking process what's the first thing you should consider?

stakeholder goals

consequences

Causality involves digging down to uncover root causes as well as considering the _____ of potential solutions.

Looking at prior efforts on a problem can help you understand previous limitations and gain _____ that can be applied the next time around.

root causes

budget dollars

stakeholder support

institutional knowledge

Focusing questions help you _____ a problem space.

Defining a clear problem statement can help you avoid this common pitfall.

jumping to answer too quickly

not thinking of future consequences

focusing on the unimportant

generating weak hypotheses

When you change _____ you typically look at the problem from a different functional perspective.

point of view

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Leadership strategies for women, preventing harassment in the workplace, fighting gender bias at work, skills for inclusive conversations, outlook: efficient email management (2019), communication within teams, social interactions for multinational teams, brainstorming tools, learning brainstorming, how to speak so people want to listen.

Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

• Developing technical and problem-solving skills
• Engaging in more active listening
• Actively questioning their assumptions and beliefs
• Seeking out more diversity of thought
• Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

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Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

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