Document Type : Original Article
Authors
- . Minoo Najafi 1
- . Maryam Karbasi Motlagh 2
- . Maryam Najafi 3
- . Ahmad Sabouri Kashani 4
- . Naser Faal ostadzar 5
- . Nazila Zarghi 6
- . Mandana Shirazi 7
1 School of Medicine, Tehran University of Medical Sciences Students' Scientific Research Center, Tehran University of Medical science, Tehran, Iran
2 Students' Scientific Research Center, Tehran University of Medical science, Tehran, Iran, Education Development Center, Tehran University of Medical science, Tehran, Iran
3 Students' Scientific Research Center, Tehran University of Medical science, Tehran, Iran MD, School of Medicine, Tehran University of Medical Sciences
4 Students' Scientific Research Center, Tehran University of Medical science, Tehran, Iran
5 Emergency Department, Farabi Hospital, Mashhad, Iran
6 Students' Scientific Research Center, Tehran University of Medical science, Tehran, Iran, Education Development Center, Tehran University of Medical science, Tehran, Nursing and Midwifery Care Research Center, Mashhad University Of Sciences, Mashhad, Iran
7 Education Development Center, Tehran University of Medical science, Tehran, Iran Affiliated Associate Professor of Department of Clinical Science and Education at SOS Hospital, Karolina Institute, Stockholm, Sweden
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.
Keywords
critical thinking and interpersonal communication skills in
nursing students of Azad University Tehran Medical Branch.
J Nurs Educ 2014;3:1‑3.
2. Yadollahi A, Fata L, Mirzazadeh A, Soltani A. Predicting academic
achievement through critical thinking and sociodemographic
variables. J Med Educ Development 2013: 72‑80.
3. Salsali M, Tajvidi M, Ghiyasvandian S. Critical thinking
dispositions of nursing students in Asian and non‑Asian
countries: A literature review. Glob J Health Sci 2013;5:172‑8.
4. Harasym PH, Tsai TC, Hemmati P. Current trends in developing
medical students’ critical thinking abilities. Kaohsiung J Med Sci
2008;24:341‑55.
5. Moradi R, Kh AA, Khazayi A, Rasouli B. Relationship between
critical thinking and information literacy of medical sciences
students. Educ Strateg Med Sci 2014;7:141‑7.
6. Faccione P, Faccione N, Giancarlo C. The disposition toward
critical thinking: Its character, measurement, and relationship to
critical thinking skill. Informal Logic 2000;20:61‑84.
7. Madadkhani Z, Nikoogoftar M. Critical thinking in nurses:
Predictive role of emotional intelligence. J Hayat 2015;20:77‑88.
8. Iranfar S, Sepahi V, Khoshay A, Rezaei M, Karami MB,
Keshavarzi F, et al. Critical thinking disposition among medical
students of Kermanshah University of Medical Sciences. Educ
Res Med Sci 2013: 17‑22.
9. Meibodi MK, Lakdizaji S, Abdollahzadeh F, Hassankhanih H,
Rahmani A, Lasater K. Impact of guided reciprocal peer
questioning on the disposition of critical thinking among nursing
students. Thrita J Med Sci 2013;2:10‑4.
10. Barkhordary M, Jalalmanesh S, Mahmoudi M. Critical thinking
dispositions in baccalaureate nursing students of Shahid Sadooghi
and Azad University of medical sciences in Yazd city. Iran J Nurs
2011;24:18‑25.
11. Sabouri Kashani A, Faal Ostadzar N, Karimi Moonaghi H,
Gharib M. Critical thinking dispositions among medical students
in two stages: Basic medical sciences and pre‑internship. Iran J
Med Educ 2013;12:778‑85.
12. Azizi‑Fini I, Hajibagheri A, Adib‑Hajbaghery M. Critical thinking
skills in nursing students: A comparison between freshmen and
senior students. Nurs Midwifery Stud 2015;4:e25721.
13. Khandaghi A, Pakmehr H. The relationship between students’
critical thinking and mental health in Mashhad University of
Medical Sciences. J Fundam Ment Health 2011;13:23‑114.
14. Barkhordary M. Comparing critical thinking disposition
in baccalaureate nursing students at different grades
and its relationship with state anxiety. IRANIAN J Med
Educ 2012, 11:779‑788
15. Kiany M, AFshinjo M, Pormemary M, Amini K. Comparison
of critical thinking skills and dispositions between the nursing
students and clinical nurses of selected educational hospitals of
Zanjan University of Medical Sciences. J Adv Med Biomed Res
2012;20:113‑22.
16. BakhshiM, AhanchianMR. Aproposed model to predict academic
achievement: The role of critical thinking and self‑regulated
learning strategies. Iran J Med Educ 2013;13:153‑63.
17. HatamiJ, Ahmadzade B, Fathiazar E. University professors’ views on the application of critical thinking on teaching process. Q J Res
Plann High Educ 2013;19:103‑19.
18. Gharib M, Sarmadi MR, Ebrahimzadeh I, Zare H, Emami AH,
Gharib A. Enhancing critical thinking in virtual medical education
program: A qualitative study of faculty members and students
experiences. Strides Dev Med Educ 2011;8:22‑32.
19. Soltanalgorraie K, Alaie P. The relationship between learning
cognitive approaches and big five personality factors with critical
thinking attitude of students in Tabriz University. J Mod Thoughts
in Educ 2011;6:168‑47.
20. Kareshki H, Pakmehr H. The relationship between self‑efficacy
beliefs, meta‑cognitive and critical thinking with mental
health in medical sciences students. Hakim Health Syst Res J
2011;14:180‑7.
21. Kohan S, Mohammad Ali Beigi N, Beigi M, Taebi M. Midwives’
experiences of applying critical thinking in high risk situations at
labor unit: A qualitative study. Iran J Med Educ 2013;13:341‑52.
22. Khalili H, Mohammadi HB, Aghadjani SH, Qods A. The effects
of two educational methods, classic and critical thinking
strategies (CTS), on the stable learning of nursing students. J Med
Educ 2003;30;3(2).
23. Chávez LM, Canino G. Toolkit on Translating and Adapting
Instruments. Cambridge, MA: Human Services Research Institute;
2005. p. 9‑14.
24. Asgari M, Maleki S. Reliability, Validity and Normalization of
California Thinking Skill Test (CTST) for the Students of Malayer
University; 2010:0‑0.
25. Mehrinejad A. Adaptation and normalization of California critical
thinking skills test. Adv Cogn Sci 2007;9:63‑72.
26. Sheikhmoonesi F, Barani H, Khademloo M, Sharifian R, Jahani M,
Lamsechi H. Critical thinking abilities among students of
medicine in Mazandaran University of Medical Sciences, 2011.
J Mazandaran Univ Med Sci 2013;23:98‑103.
27. Gharib M, Rabieian M, Salsali M, Hadjizadeh E, Kashani AS,
Khalkhali H. Critical thinking skills and critical thinking
dispositions in freshmen and senior students of health care
management. Iran J Med Educ 2009 Oct 10;9(2):125‑35.
28. Javidi Kalateh Jafarabadi T, Abdoli A. Critical thinking skills of
students in the baccalaureate program in Ferdowsi University of
Mashhad. Stud Educ Psychol 2011;11:103‑20.
29. Jamshidian T, Khomeijani Farahani AA. Relationship between
level of critical thinking and nativeness, age and gender. Res
Contemp World Lit 2010:71‑86.
30. Abdoullahi Adli Ansar V, Father Azar E, Alaie P. Impact of
self‑directed learning readiness and critical thinking disposition
in prediction of students’ academic performance at Tabriz
University. J Modern Psychol Res 2010;5:77‑98.
31. Stewart S, Dempsey LF. A longitudinal study of baccalaureate
nursing students’ critical thinking dispositions. J Nurs Educ
2005;44:81‑4.
32. Miller DR. Longitudinal assessment of critical thinking in
pharmacy students. Am J Pharm Educ 2003;67:120.
33. AthariZS, Sharif SM, Nasr AR, Nematbakhsh M. Assessing critical
thinking in medical sciences students in two sequential semesters:
Does it improve? J Educ Health Promot 2013;2:5.
)