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Research-based teaching is one of the pedagogies that promotes students’ critical thinking and problem-solving skill, one of the essential 21st century skills. This research aimed to develop research-based teaching model and investigate the learning outcomes among 19 master nursing students who enrolled in the course. There were 4 teaching and learning modules newly developed including 1) preliminary investigation : analytic thinking , 2) theoretical embedding application: critical thinking , 3) empirical testing; creative thinking and 4) documentation, analysis and reflection on process and outcomes: creative thinking .The Thai translated version of The 24-items University of Queensland questionnaire was used to evaluate the learning outcomes. The findings showed that the mean student’s learning score significantly increased from 2.52±0.33 to 3.09±0.18 after they using RBL pedagogy (p<.001). Three items of learning outcomes that increased most were skill of using evaluation tools, linkage between theory application and practice, and conceptual and theoretical insightfulness, respectively.
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