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Objective:  To assess the role of body mass index (BMI) and exercise levels in self-perception of critical thinking skills.  Participants:  Three hundred forty-seven students from an upper-division nutrition class over two consecutive years.  Methods:  A pre/post survey with a 15-week intervention assessed perceived critical thinking skills in a blended classroom.  Results:  Students gained in perceived critical thinking skills in six areas over the semester. A higher BMI was associated with decreased perception of one’s ability to think logically, along with increased perception that memorization was the key to success. Those that exercised reported that they had strong critical thinking skills compared to those that exercised less frequently.  Conclusions:  A blended classroom approach was effective in increasing multiple areas of perceptions of critical thinking. However, some perceptions of critical thinking are viewed differently for those of different BMIs and exercise frequency. Consequently, designing interventions specifically targeting those with higher BMIs, could work to erase these inequities.

Self-perceptions of critical thinking skills in university students are associated with BMI and exercise