Iranian Journal of Medical Education

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Introduction: Critical thinking is a pivotal and required qualification for all students that can mostly be improved through curriculums. The present study was designed with the purpose of evaluation of students' critical thinking skills in Isfahan University and Isfahan University of Medical Sciences for two sequence semesters in 2010. Methods: In this descriptive-longitudinal study, the critical thinking skills of 250 students of Isfahan University and Isfahan University of Medical Sciences were assessed in two stages (Two sequence semesters). Data collection was done through a researcher-made questionnaire as well as California critical thinking skills test (B Form). Results: The mean of students’ score in both universities was 7.48±2.22 in first stage and 5.94±2.00 in second stage. It showed a significant decrease (P=0.000). Although the critical thinking scores in both universities had not a significant difference, but in both universities the scores of the second stage decreased significantly (P=0.000). The results indicated decreasing in all area (i.e. inference, deductive reasoning and total score) except evaluation (P=0.000). Conclusion: The results prove that attending to critical thinking is a serious challenge in higher education. In addition, students do not have suitable critical thinking skills to the extent that with passing time the critical thinking did not increase. Therefore, review of curriculum can be an effective suggestion to solve this difficulty.

Keywords: Critical Thinking, Curriculum, Higher Education.

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