Background: The purpose of the project is to assess pretest/post-test differences in 1) critical thinking skills using the Watson-Glaser Critical Thinking Appraisal (WGCTA) and 2) learning-style preferences using the Kolb's Learning Style Inventory (LSI), Version 3.1, for respiratory care students enrolled in one section of Applied Pathology (N=27) following computerized clinical simulation practice sessions. Critical thinking concepts are currently taught in this course with required clinical simulation exercises for practice in information-gathering (IG) and decision-making (DM) skill development. Assessment of skill differences in pre-test/post-test scores for WGCTA and Kolb's LSI outcomes were analyzed.
Research Question:Is there a significant difference in the pretest/posttest WGCTA scores following clinical simulation practice?
Is there a significant difference in the pretest/posttest LSI scores following clinical simulation practice?

Methodology: Clinical simulation examination exercises are currently utilized to develop information-gathering (IG) and decision-making (DM) skills in Applied Pathology. Students practiced specified clinical simulation modules until they reached a mastery score of 85% in both IG and DM. This study examined the effect of clinical simulation practice on WGCTA and Kolb's LSI scores. Differences in pretest/posttest LSI scores were examined by calculating mean scores and repeated measures t-test.

Results: Repeated measures T-test analysis demonstrated the following results: Comparison of Concrete Experience pre/post analysis reveals no significant change (t= 0.245, df=26, σ = 6.29). Comparison of Reflective Observation pre/post analysis reveals no significant change (t= -.158, df=26, σ =6.09). Comparison of Abstract Conceptualization pre/post analysis reveals no significant change (t=.421, df=26, σ = 4.57). Comparison of Active Experimentation pre/post analysis reveals no significant change (t=.529, df=26 σ =5.82). Student results on WGCTA did however demonstrate a 59% improvement between pre and post test scores.

Conclusion: The research showed no significant changes in learning style preferences when examining pretest/post-test LSI scores. A substantial number of students did however show noteworthy improvements in critical thinking skill levels reflected by improved WGCTA scores.