CT plays a central role in one’s learning and working, particularly in addition to medical education that transitions from knowledge-based curricula to competency-based curricula.
It is crucial for students to learn and work further critically to evaluate existing knowledge and information.
The total CT scores had a positive correlation with the scores of the PBL performance and its five dimensions significantly.
In the majority, students with Strong-CT disposition obtained higher scores in PBL tutorials compared with students with Weak-CT disposition.
Overall, PBL aims to foster the ability of interdisciplinary knowledge application, self-directed learning, critical thinking, communication and collaborative skills, teamwork, information searching and management, and professional values.
Thus, PBL has become a modern-day educational strategy, particularly in medical education [6, 9, 10].
World Federation for Medical Education had considered critical thinking as one of the medical training standards.
Critical thinking is vital to a health professional’s competence to assess, diagnose and care for patients correctly and effectively.
Our work suggested that the open-mindedness of the CT disposition is the primary factor that determines the improvement of the preparation dimensions in the PBL process.
Following the constructivist theory, the ideal learning process suggested that learner should acquire knowledge and skills actively, and the objective of education is to help students to learn how to learn.