Journal of Education and Health Promotion

Abstract BACKGROUND: Modern competency‑based medical education emphasizes student‑centered
teaching‑learning strategies where students take responsibility of their own learning. Student‑centered
approaches facilitate multifaceted learning such as observation, critical evaluation, analysis, deeper
understanding, and application of knowledge. The current study aims at assessing the students’
perception on utilization of clinical case problem‑solving approach (CCPS) to promote their lifelong
learning.
MATERIALS AND METHODS: The present cross‑sectional study was conducted at College of
Medicine and Health Sciences (CoMHS) during the year 2021‑2022. MD3 students of the academic
year 2021‑2022 were the study participants. The study was approved by institutional Ethic and Review
Committee. Students’ performances were assessed through pre‑test and post‑test performances.
Students’ feedback was collected through a predesigned questionnaire on a 3‑point Likert scale.
Cronbach’s alpha coefficient test was used to assess the reliability of the questionnaire. The data was
entered to Microsoft Excel and analyzed using SPSS software version 22. Paired t‑test was used to
compare pre‑test and post‑test scores and the data was expressed as numbers and percentages.
RESULTS: In total, 103 participants were included in the study. Post‑test scores were significantly
higher compared to pre‑test scores (p < 0.05). Questionnaire results showed that CCPS approach
was accepted as an effective learning strategy. Majority (>90%) of the students expressed CCPS
approach was interesting, motivated to learn, encouraged peer discussion, enhanced knowledge,
and clarified their topic‑related doubts. More than 80% students opined that CCPS enhanced their
critical thinking, problem‑solving ability, deep learning, and lifelong learning skills. Nearly 90% of
the students suggested for including such sessions for more topics in immunology course in future.
CONCLUSION: From our study results, it can be concluded that CCPS is an effective learning
strategy to encourage students’ engagement and promote their deep learning skills.

Abstract BACKGROUND: Life skills are crucial for young adults to lead a successful, satisfying, and productive
life. There is enough evidence suggesting a positive relationship between life skills and academic
performance. Substance abuse among adolescents is a common problem that often leads to academic
disorientation and delinquent behavior. This study aimed to determine whether life skills and attitudes
toward alcohol abuse predicted school students’ academic achievement.
MATERIAL AND METHOD: The participants (N = 726) enrolled in senior secondary schools of
Sikkim, a north‑eastern state of India, constituted the population of the present study. Data were
collected using the “Life Skills Assessment Scale” developed by Subashree and Nair (2014), and
the “Attitude towards Alcohol Abuse Scale” developed by the investigators.
RESULT: Life skills and attitude toward alcohol abuse significantly predict students’ academic
achievement. 15.3% variance in academic achievements of the students was explained by life
skills and attitude toward alcohol abuse. Further, the t‑test result reflects that both the variables had
significant predictive power to predict students’ academic achievement.
CONCLUSION: The finding shows that there was a significant relationship between academic
achievement and life skills and attitude toward alcohol abuse of school students. Life skills and
attitude toward alcohol abuse predicted 15.3% of the variance in academic achievement.

Abstract BACKGROUND: One of the main tasks of educational institutions, in addition to developing students’
professional competencies, is to develop decision‑making and problem‑solving skills, which are
themselves influenced by critical thinking that should be developed by instructors at the university.
The aim of this study was to compare the level of critical thinking skills in students and faculties of
Ahwaz Jundishapur University of Medical Sciences.
MATERIALS AND METHODS: In this cross‑sectional descriptive study, the sample consisted of
81 medical students and 52 faculty members of the medical school who were teaching and studying
in 2021. The research method was descriptiveanalytical and the data collection tool was the California
Critical Thinking Questionnaire Form B. SPSS‑18 software and t‑test were used to analyze the data.
RESULTS: The mean score of students’ critical thinking skills was 12.49 ± 4.43 and that of faculties
was 12.44 ± 3.76 and no significant difference was observed between the scores of the two
groups (P = 0.94).
CONCLUSION: The findings of the study show that the level of critical thinking skills in both faculties
and students is below the standard and poor. The results of the study indicate the weakness of critical
thinking in students and faculties in all dimensions, which indicates the need to teach critical thinking
skills at the university level. Therefore, educational planners and faculty officials should pay more
attention to developing critical thinking skills in their educational programs.

Abstract BACKGROUND: Critical thinking is one of the goals of education. It is a criterion for academic
accreditation in medical education by concentration on students’ soft skills. Due to lack of basic
information on critical thinking tendency in undergraduate medical program, this study aimed to
determine the trend of tendency toward critical thinking of medical students in two phases: basic
science (year 1) and preinternship (year 5) at Tehran University of Medical Sciences.
MATERIALS AND METHODS: This longitudinal descriptive–analytic study has been conducted
in two phases (2010 and 2015); all 105 medical students were selected by accessible sampling
method. Years of entrance to college was the inclusion criterion. The psychometric properties of The
California Critical Thinking Dispositions Inventory (CCTDI) were confirmed, and then, the instrument
was completed twice by participants. Data were analyzed by SPSS: 16 using student t-test, and
paired t-tests.
RESULTS: There was a significant difference between genders of students (P < 0.05). Males were
more disposed toward critical thinking than females. The significant increase was found between mean
of truth‑seeking in the second test compared to the first test; instead, the mean of inquisitiveness,
analyticity and self‑confidence and inquisitiveness was significantly decreased (P < 0.05).
However, in other subscales, there were no significant differences between the 1st and the 5th year
students (P > 0.05). The total score of the test in the second phase was lower than the first phase,
which was not significant.
CONCLUSION: According to the findings, there is necessary to consider the critical thinking
dispositions in medical students training programs and break down the barriers. Tendency toward
critical thinking seems to be as prerequisite of critical thinking skills in undergraduate medical program.

Abstract BACKGROUND: Media news emerged reporting that double masking can increase protection
against COVID‑19. This led to differential published reports, fueling debate among the public and
creating controversy and confusion. In this paper, we present a lesson plan for health communication
students to enhance their critical thinking ability and equip them with the necessary tools to analyze
various media texts and products.
MATERIALS AND METHODS: The lesson plan included a set of activities on three different news
pieces related to double masking, each published through a different media outlet: A newspaper,
a television channel, and an online magazine/podcast. The lesson was designed for 120 min,
over 2 days. It required a digital device and Internet access. Students were tasked to compare
between the news based on set criteria and asked to provide their opinions accordingly. They were
also assigned to fill out an inverted pyramid for further analysis and interpretation.
RESULTS: Students were assessed through a rubric that evaluated gained competencies after
lesson completion. The rubric is composed of five elements to assess the students’ performances.
Elements included filling assigned cells and diagrams, usage of proper English, validation of news
sources and reported facts, critical analysis of findings, and finishing the lesson on time.
CONCLUSION: This lesson plan enhanced the ability of students to understand and analyze various
media texts and validate the content and perspectives published through the different platforms.

Abstract INTRODUCTION: Problem‑solving skills and learner‑centered approaches provide students with the
ability to solve health challenges by placing them in simulated situations. The aim of this study was to
determine the effect of inter‑professional learning based on problem‑solving on critical thinking (CT)
and satisfaction with learning experience in nursing and midwifery students.
METHODS: This quazi‑experimental study of a single group used pretest–posttest design. 20
undergraduate nursing and 28 midwifery students at the final academic year participated in the study.
The research intervention was interprofessional learning based on problem‑solving conducted in five
2‑h training sessions. California’s CT Scale and 10‑point visual analog scale were used to measure
CT skills and satisfaction with learning before and after the intervention. Finally, data were analyzed
by SPSS software version 23 using descriptive statistics and paired t‑test.
RESULTS: The findings of this study indicated that the mean score of students’ CT before the
intervention was poor, while it statistically significant increased after the intervention (P < 0.05). It
was also found that students’ satisfaction with learning, in the scale of 0–10, was reported from 5 to
9 indicating students had a high level of satisfaction with their learning experience.
DISCUSSION: Based on the findings, it can be concluded that the interprofessional education based
on problem‑solving has been able to significantly enhance the overall critical skills of students,
especially in the dimensions of analysis, inference, and deductive reasoning, and also, students’
satisfaction with learning experience was also increased.

Abstract Introduction: Concept map is a useful cognitive tool for enhancing a student’s critical
thinking (CT) by encouraging students to process information deeply for understanding.
However, the evidence regarding its effectiveness on nursing students’ CT is contradictory.
This paper compares the effectiveness of concept mapping and traditional linear nursing care
planning on students’ CT. Methods: An experimental design was used to examine the CT of 60
baccalaureate students who participated in pediatric clinical nursing course in the Shahrekord
University of Medical Sciences, Shahrekord, Iran in 2013. Results: Participants were randomly
divided into six equal groups of each 10 student, of which three groups were the control group,
and the others were the experimental group. The control group completed nine traditional linear
nursing care plans, whereas experimental group completed nine concept maps during the
course. Both groups showed significant improvement in overall and all subscales of the California
CT skill test from pretest to posttest (P < 0.001), but t‑test demonstrated that improvement in
students’ CT skills in the experimental group was significantly greater than in the control group
after the program (P < 0.001). Conclusions: Our findings support that concept mapping can
be used as a clinical teaching‑learning activity to promote CT in nursing students.

Abstract Objectives: Critical thinking is an important outcome criterion of higher education in any
discipline. Medical and paramedical students always encounter with many new problems in
clinical settings and medicinal laboratory, and critical thinking is an essential skill in obtaining a
better approach for problem solving. We performed a pre-and post-test to evaluate the change of
critical thinking skills in medical sciences students who enrolled in Isfahan University of Medical
Sciences in Iran during the academic years 2008-2010.Methods: In a longitudinal design
study, the critical thinking skills were compared in medical sciences students in two sequential
semesters using the California Critical Thinking Skills Test. The test is divided into two parts
(parts 1 and 2), including 17 items in each part. Based on proportional stratified sampling, a
groups of students (group 1, n=159) were selected from the university population, who enrolled
in medicine, pharmacy, nursing, and rehabilitation colleges. The students in group 1 were
asked to complete the part 1 of the test (phase I). After one semester, another group (group 2,
n=138) from the same population was randomly selected, and they were asked to complete
the part two (phase II). The students’ demographic data also were recorded. The California
critical thinking skills test was translated and it validity and reliability were approved before.
Results: No significant difference was observed between the two groups in the demographic
data. The students critical thinking scores in phase II significantly reduced in comparison
with phase 1 (p<0.05). The phase II scores in subdivisions of analysis, inference, inductive
reasoning, and deductive reasoning also failed to demonstrate improvement. Conclusion: It
seems curriculum reform is necessary to improve the students’ critical thinking.