Showing 35 results for Critical Thinking
Marzieh Moattari, Heidar Ali Abedi, Abolqassem Amini, Eskandar Fathi Azar,
Volume 1, Issue 4 (12-2001)
Abstract
Introduction. The significance of fostering critical thinking in students has been explicated by the increasing rate of knowledge and information. To assimilate knowledge and to assess the considerable amount of information, students need to develop their thinking skills. Considering reflection as a teaching strategy and one of the most effective ways for fostering thinking, this study was designed to determine the effect of reflection on thinking skills of nursing students at Tabriz faculty of nursing and midwifery.
Methods. 40 senior nursing students participated in this study voluntarily. After receiving the necessary information regarding their participation they took California Critical Thinking Skill Test. Then they were divided into 2 equal case and control groups. Both groups had their routine clinical programs, but the interventional program was offered only to the case group. This interventional program consisted of 3 main parts: A 4 day workshop on reflection and 10 weeks reflection on their clinical experiences, concluding dialog journals and writing up logs. At the end of their clinical program, both groups took the same test as pretest. Data were analyzed by paired T-test and T-test.
Results: Results of the study revealed that reflection has been effective on improving inductive reasoning and total scores of critical thinking skills of students.
Conclusion: Improving general critical thinking skills due to a disciplinary specific strategy was a valuable outcome. Regarding this results, reflection is recommended to be infused in our educational program.
Abbas Hoseini, Masoud Bahrami,
Volume 2, Issue 2 (11-2002)
Abstract
Introduction. Critical thinking skills are necessary/or different disciplines of medical sciences. These skills must be considered in clinical education curriculum. Therefore, this study was planned with the purpose to measure and compare critical thinking in reshman and senior B.S. students in Isfahan Medical University in 2002. Methods: This research was a descriptive cross- sectional study. The research samples consisted of 200 freshman and senior B.S. students from four Schools including: Health (30), Nursing and Midwifery (98), Management & Informatics (45) and Rehabilitation sciences (27). These were selected by stratified simple sampling method. The questionnaire consisted of two parts: demographic characteristics and Cornell Critical Thinking Test which was completed by the participants. The data were analyzed using ANOVA, t-test, Pearson correlation coefficient and by SPSS software. Results: The mean score of critical thinking for freshman and senior B.S. students was 19.9 and 21.6, respectively. T-test showed a significant difference between critical thinking scores of freshman and senior students. There was a significant relationship between the mean score of critical thinking and the accuracy in responding in senior students. A significant relationship was also found between the mean score of critical thinking and students'families place of residency in freshman students. Conclusion: The findings showed a low mean score of critical thinking for freshman and senior students in four schools. Therefore, it is recommended that learning and education processes should be reinforced. Also based on the research findings, it seems that medical education at the university, regardless of some difficulties has been successful in increasing critical thinking among students. Key words: Critical Thinking, Students, Medical Education Address: Hoseini A, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran. Source: Iranian Journal of Medical Education 2002 6: 21-25.
Hassan Baba Mohammadi, Hossein Khalili,
Volume 4, Issue 2 (12-2004)
Abstract
Introduction. Today, the promotion of critical thinking skills is considered an expected outcome of postgraduate studies. This study was designed to determine the critical thinking skills of nursing students of Semnan University of Medical Sciences.
Methods. In a descriptive cross-sectional study 107 continuous and incontinuous bachelor nursing students were investigated in 2001. The California Critical Thinking Skill Test, form B (CCTST:FB) composed of 34 multiple choice questions was used to assess the critical thinking skills in five areas of analysis, evaluation, inference, inductive and deductive reasoning. The data was analyzed by SPSS software using ANOVA, t-test, Spearman and Pearson correlation coefficient.
Results. The mean and standard deviation of critical thinking scores for continuous and incontinuous bachelor students were 12.34 2.45 and 11.27 3.10, respectively which were significantly different. There was a significant difference between critical thinking skills scores of continuous bachelor nursing students in different years of study, but no significant difference was observed between mean scores of first and second year incontinuous bachelor nursing students. A poor but significant correlation was seen between students’ average marks in previous semesters and their scores in the test (r=0.31).
Conclusion. Continuous bachelor nursing students were superior to incontinuous bachelor nursing students in terms of critical thinking skills. There was also a significant difference between junior and senior nursing students. Nursing education improves the critical thinking skills of continuous bachelor nursing students, but, investigating the role of the university education seems necessary.
Forood Bahmani, Ali Reza Yousefy, Mehdi Nematbakhsh, Tahereh Changiz, Mohammad Mardani,
Volume 5, Issue 2 (12-2005)
Abstract
Introduction: Critical thinking has been always the subject of discussion by teachers and educational centers. Considering the extensive and serious approach to critical thinking, this study was performed to investigate the application of critical thinking by basic sciences students in facing scientific texts, in Isfahan University of Medical Sciences.
Methods: In this experimental study medical, dentistry and pharmacy students in 3 different groups, received scientific texts or exam questions related to their course which contained conceptual-logical mistakes. The number of mistakes identified by students was considered as a criterion for their use of critical thinking skills.
Results: In facing mistakes of exam questions, the students didn’t use their critical thinking skills. But, concerning the mistakes in their texts, only 6.8 percent noticed some of the mistakes.
Conclusion: Despite fostering different thinking skills as the most important goal of higher education in all universities of the world, the results of this study and other similar studies shows that in real situation, educational systems don’t have any program for fostering thinking skills. This issue is a big concern for the present and future university graduates.
Abolfazl Vaghar Seyyedin, Zohreh Vanaki, Shahin Taghi, Zahra Molazem,
Volume 8, Issue 2 (3-2009)
Abstract
Introduction: Fostering critical thinking and Metacognition is one of the most important objectives in nursing education. This study was designed to investigate the effect of guided reciprocal peer questioning on nursing students' critical thinking and Metacognition skills.
Methods: In this quasi experimental study, the experiment group included 30 nursing students in their 6th semester in Birjand Islamic Azad University. Two credit courses were presented in this group using guided reciprocal peer questioning. In the control group which included 28 nursing students, those two credit courses were presented using the routine lecture method. California Critical Thinking Skills Test (CCTST) (form B) was used for evaluating critical thinking skills, and metacognition was evaluated before and after interven-tion by metacognitive awareness questionnaire. The statistical analysis was done by SPSS software. Descrip-tive statistics, t-independent test, paired t-test Chi-square, Mann Whitney, and Kappa were used in this study.
Results: Performing guided reciprocal peer questioning led to a significant increase in critical thinking skills scores in the experiment group compared to the control group. In spite of the increase in the mean score of metacognitive awareness of the experiment group, comparing the mean difference of pre and post tests in the two groups showed no significant difference.
Conclusion: Using guided reciprocal peer questioning in the education of nursing students may lead to developing critical thinking skills as one of the important missions of higher education.
Zeynabossadat Athari, Mostafa Sharif, Mehdi Nematbakhsh, Hassan Babamohammadi,
Volume 9, Issue 1 (8-2009)
Abstract
Introduction: Are the education students receive prior to entering the university, based on critical thinking skills? Are their scientific abilities associated with this thinking style? This study was designed with the aim of evaluating critical thinking skills and its relationship with the achieved rank in university entrance exam in the students of Isfahan University of Medical Sciences. Methods: In a descriptive study, critical thinking skills of 89 randomly selected students who entered Isfahan University of Medical Sciences in the academic year of 2006-2007, and were spending their first semester was evaluated. Data was gathered using California standard test of critical thinking skills (form B) which was run officially. The attained scores were regarded as students' critical thinking skills criteria and were investigated considering its relationship with the students rank in university entrance exam. The data was analyzed by SPSS software using t-test and Pearson correlation coefficient. Results: The mean and standard deviation of students' scores in critical thinking skills was 12.48±3.23. There was no significant relationship between the rank in university entrance exam and the total score of critical thinking. Among domains of critical thinking, there was just a significant relationship between the domain of inference and student's rank in the university entrance exam, with a relatively low correlation. In two groups of doctorate (professional doctorate) and bachelor students, only in doctorate students and in the domain of deductive reasoning, there was a significant correlation between university entrance exam rank and critical thinking scores. Conclusion: It seems that students' critical thinking scores at the time of their entrance to the university are not so desirable and their rank in the university entrance exam is not related to these skills. Therefore, it is necessary to consider teaching and promoting critical thinking skills in the university educational planning.
Maasoumeh Barkhordary, Shamsolmoluk Jalalmanesh, Mahmoud Mahmodi,
Volume 9, Issue 1 (8-2009)
Abstract
Introduction: Having critical thinking skills requires an attentive personality with decision making power which is an attribute of self esteem. This study was performed to determine the relationship between critical thinking disposition and self esteem in third and fourth year bachelor nursing students. Methods: This correlational study was conducted on 170 third and fourth year bachelor nursing students in Shahid Sadoughi University of Medical Sciences and Yazd Islamic Azad University in 2008. The students were selected through stratified sampling method. The data gathering tool was a questionnaire containing 3 parts: demographic data questionnaire, California Critical Thinking Disposition Inventory, and, Rosenberg self esteem scale. Data analysis was done by SPSS software using frequency distribution, and Fisher exact test. Results: Based on the results 81.8% of students had an ambivalent critical thinking disposition. There was a significant correlation between critical thinking disposition and self esteem. Conclusion: Critical thinkers need to possess high level of self esteem. Therefore, faculty members should impart the sense of self esteem in their students for proper clinical judgment and decision making in different clinical circumstances.
Mitra Gharib, Mostafa Rabieian, Mahvash Salsali, Ebrahim Hadjizadeh, Ahmad Sabouri Kashani, Hamidreza Khalkhali,
Volume 9, Issue 2 (10-2009)
Abstract
Introduction: Nowadays, experts introduce critical thinking as the main outcome of higher education and consider teaching "how to think" as the basis for learning. This study compares the critical thinking skills and critical thinking dispositions in freshmen and senior students of health care management. Methods: This descriptive cross-sectional study was performed on a sample of 60 freshmen and senior students of health care management. The data gathering tools included California critical thinking skills test, as well as California critical thinking dispositions inventory. Data was analyzed by SPSS software using descriptive statistics, T-test, and Chi². Results: The mean and standard deviation of critical thinking skills total score in freshmen and senior students was respectively 11.55±2.18 and 11.21±2.59, which was in the normal limit for both. There was no significant difference between the freshmen and senior students' score patterns. Considering critical thinking disposition total score, the mean and standard deviation in freshmen, was 282.37±27.93 and in senior students was 289.64±21.13. There was a significant difference between the score pattern of critical thinking disposition in freshmen and senior students. The scores of senior students were higher than freshmen scores. Conclusion: The total score of critical thinking skills achieved by students was in a normal limit. Also, the total score of critical thinking dispositions revealed the students' positive tendency. But, with regard to the reported scores from other similar schools of the world, administrators and teachers should pay more attention to their educational planning in developing cultivating critical thinking skills.
Maryam Gordanshekan, Mohammad Hossein Yarmohammadian, Sima Ajami,
Volume 10, Issue 2 (7-2010)
Abstract
Introduction: The ongoing rapid changes in science bring about the need of higher education to indepen-dent and self-directed learners. This study seeks the effect of meta-cognition package training on self-directed learning in medical records students. Methods: In this quasi-experimental study using two group design with pre-test and post-test, 24 female and male medical records students were selected not randomly. Then, they were assigned randomly to two groups of control and experiment. A researcher made meta-cognition package was taught to the experiment group during 6 two-hour sessions using explanatory method along with question and answer. Data gathering instrument was Williamson self-rating self directed learning scale. Data was analyzed by SPSS software using descriptive statistics indices (mean and standard deviation) and inferential statistics (Covariance analysis). Results: The mean score of self-directed learning and its subscales in the experiment group, demonstrated the increase in post-test compared to that of pre-test. Conclusion: Teaching meta-cognition package was effective in the enhancement of the total score of self-directed learning and its subscales.
Fariba Haghani, Bahareh Aminian, Farahnaz Kamali, Sepideh Jamshidian,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: Critical Thinking is one of the most important skills for people of 21th century, especially for medical students. Emotional intelligence is another outstanding factor for success in all aspects of life, profession and education. It seems that both critical thinking and emotional intelligence altogether can play an important role in training professional doctors. The aim of this study was to evaluate the critical thinking skills of medical students and their relationship with emotional intelligence score of them in the first semester of 2010-2011 school year. Methods: The target group was all the students of the term 6 of medicine (n=69) in the Isfahan Medical University.California Critical Thinking Skills Test-(CCTST) with 5 subscales and Bar-On Emotional Quotient Inventory- EQ-i with 5 scales and 15 subscales were used for data collection. Data were analyzed by SPSS11.5, using descriptive statistics, Pearson's correlation coeffitient, paired-samples T-test and independent-samples T-test. Results: Based on the findings, mean age of the target group was 22 years, and 72% of them were women. Mean score and standard deviation of Critical thinking test respectively were 11.96 out of 34 and 3.69. The mean score of deductive reasoning (6.12 out of 16) was significantly higher than inductive reasoning (4.92 out of 14). The total scores and standard deviation of Bar-On test were 330.7 (out of 450) and 34.29 respectively.There was no significant relationship between total score of Critical Thinking and Emotional Intelligence, except for the field of social responsibility of emotional intelligence that was directly related to Critical Thinking score (r=0.45, p=0.001). Conclusion: Although, mean score of critical thinking in medical students was not appropriate enough compared to the similar international studies, it was consistent with national ones. This can reflect the lack of critical thinking training in iranian educational curriculum. Lack of relationship between critical thinking and emotional intelligence scores might have been due to the difference in the type of questionnaires and students’ overestimation about their emotional abilities.
Jahangir Maghsoudi, Shahram Etemadifar, Fariba Haghani,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: With regards to the importance and role of critical thinking in nursing , especially in clinical setting, achieving this goal(improving critical thinking) is very important. So nursing teachers encounter with the challenge of how asisting their students for promoting the critical thinking skills especially in clinical setting. The aim of this study is investigating the ways of improving critical thinking in students and suggesting implications in this field. Methods: This study is a review article has done by searching the books, Databases such as Iranmedex- Irandoc-Magiran-SID-Ovid-PubMed,... using key words such as ‘critical thinking “,Students”,”clinical education”and “nursing”. Conclusion: Nurses in goal- directed education need to critical thinking. For improving it, providing especial contexts is necessary. Achieving this goal necessitate knowledge , attitude, ability , preparedness and exercise. After the presence of this elements there is need skill to improving critical thinking. These skills include general critical thinking skills such as using scientific approach ,hypothesizing, problem solving ,decision making and especial critical thinking skills in clinical settings. Results: Improving cognitive and affective domains ,motivating, developing imbalance and situations for interactions and balance between challenge and support , writing assignments such as short summary(approaching methodology , summarizing materials , is the way for critical thinking education)writing short analytical articles, problem solving exercises, using mass media research proposals and simulation are some ways, that in different situations by modifying and changing, can use for improving the students critical thinking.
Kobra Akhoundzadeh, Hoda Ahmari Tehran , Shayesteh Salehi , Zahra Abedini,
Volume 11, Issue 3 (10-2011)
Abstract
Introduction: Nurturing critical thinking is one of the nursing educational goals in Iran. Assessing the critical thinking ability of nurses’ and nursing students' and the effect of current instructional strategies to foster it can assist to determine the efficacy or probable inadequacy of the educational system. The present study reviews the published studies on critical thinking in nursing, in Iran. Methods: This paper reviewed studies concerning critical thinking in nursing, paying particular attention to the effect of academic education on nursing students' critical thinking ability in Iran. This systematic review searched internal resources such as Iranmedex, SID, Magiran and library sources from 2003 through 2009. Other sources such as Pubmed and Elsevier were used for discussion. The key words used were “critical thinking”, “nursing” and “nursing education”. Results: The literature review showed nurses’ and students' critical thinking ability in Iran is low. It also showed that academic education did not have a significant effect on critical thinking. Conclusion: Low critical thinking skills score of nurses and nursing students in literature review asserted that it is necessary to reassess current educational strategies. It is also essential to consider probable insufficiency of critical thinking instruments.
Masoumeh Latifi, Marzieh Shaban, Alireza Nikbakht Nasrabadi, Abbas Mehran, Zohreh Parsa Yekta,
Volume 11, Issue 4 (11-2011)
Abstract
Introduction: Critical thinking is an essential part of nursing care, and developing critical thinking skills in nursing education is a priority. So, this research is to assess the effect of clinical evaluation with portfolio method on critical thinking skills of nursing students. Methods: Fifth semester nursing students of Nursing and Midwifery school in Tehran University of Medical Sciences participated in this quasi experimental research. These students were randomly divided into two groups of clinical evaluation through portfolio and routine methods. Both groups filled the Watson-Glaser Critical Thinking Appraisal Questionnaire at the beginning and end of clinical course. Data were analyzed by Fisher, Mann Whitney U, Wilcoxon, and Spearman tests. Results: Results showed that all aspects of critical thinking skills had been improved in both groups. Statistically, comparing before- and after- course scores, skills advancement just in total score (p=0.005), and diagnosing propositions (p=0.002) and evaluation of reasons ( p=0.015) in routine group were significant. Wilcoxon test results showed that total scores of critical thinking before and after intervention for each student in routine group were significantly different (p=0.005 ). But, the total score of critical thinking test in portfolio group showed no significant difference before and after intervention(p=0.303). Although, total test scores were more in portfolio group compared to routine group after intervention, Mann Whitney U test showed no significant difference (p=0.628). Conclusion: According to the findings, it can be concluded that although critical thinking scores increased in both groups after intervention, promotion of critical thinking was less in portfolio group compared to the routine group. Since previous researches have shown portfolios to improve critical thinking, more researches are recommended to be conducted to evaluate their clinical function in nursing education.
Masoumeh Barkhordary,
Volume 11, Issue 7 (2-2012)
Abstract
Introduction: Development of students' critical thinking abilities is one of the greatest challenges for nursing educators. Identifying its barriers and resolving them can help to improve critical thinking. The aim of this research was to assess and compare Critical Thinking Disposition (CTD) and its relationship with State Anxiety (SA) in baccalaureate nursing students of Islamic Azad University of Yazd. Methods: This descriptive cross-sectional study performed on a census sample of 188 nursing students of Islamic Azad University of Yazd. Data was collected with questionnaire the questionnaire consisted of three parts: demographic characteristics, the California Critical Thinking Disposition Inventory (CCTDI), and Spielberg State Anxiety Inventory. Data was analyzed by SPSS software using descriptive and inferential (ANOVA and Pearson).statistics. Results: There was no significant difference in critical thinking disposition score by academic year. However results showed that critical thinking is negatively correlated with SA (r= -0.426, p=0.0001). Conclusion: Students with lower anxiety had a more favorable disposition to critical thinking. Therefore, it is necessary to improve stressful environment of clinical education, and methods of coping with the stresses should be taught to students in order to develop critical thinking in nursing students and achieve educational objectives.
Samereh Abdoli, Tahereh Khajeh Ali,
Volume 11, Issue 9 (3-2012)
Abstract
Introduction: Development of critical thinking and clinical education has remained a serious and considerable challenge throughout the nursing educational system in Iran. Education experts believe that effective teaching methods such as concept mapping and nursing process are practical strategies for critical development. Thus, this study was carried out to compare the effectiveness of clinical concept mapping and nursing process in developing critical thinking skills among nursing students.
Methods: This is a clinical trial. 41 nursing students who studied in 4th semester at Isfahan University of medical sciences were randomly divided in nursing process, and clinical concept mapping groups. They were asked to prepare a concept map or nursing process for their patient weekly. They were filled The California Critical Thinking Skills (form B) in the first and last day of their course as well as 1 month after study. Data analysis was done using t-test and ANOVA.
Results: The results indicated that the students within the clinical concept-mapping group had not developed in any of the 5-fold critical thinking skills. There was no significant difference between their scores (in the first and last day of their course as well as 1 month after study). On the contrary, the results showed that the students’ critical thinking skill in the nursing process group had developed in inference and inductive thinking throughout the study. In 1 month after study, there was a significant difference between the mean score of this group’s critical thinking skills. In the two groups, in each point of study, the total mean of critical thinking scores were not statistically significant.
Conclusion: Even though it is impossible to draw a definite conclusion due to sample size and time limitation, the present evidence indicated that nursing process could be more effective in critical thinking development. Further research with more time can be useful for evidence-based decision-making.
Zeinab Sadat Athari, Sayed Mostafa Sharif, Ahmad Reza Nasr, Mehdi Nematbakhsh,
Volume 11, Issue 9 (3-2012)
Abstract
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.
Alireza Yousefi, Maryam Gordanshekan,
Volume 11, Issue 9 (3-2012)
Abstract
Introduction: One of the main goals of education is thinking development. Thinking about thinking for improving the thinking process is the heart of critical thinking. This paper aimed to provide different definitions of critical thinking.
Methods: This review was conducted on some published articles during 1990 to 2007 in the field of critical thinking
Results: Various experts have used different terminology to describe function and activities of critical thinking. While provided definitions have tried to identify the different aspects of thinking and critical thinking, its trend is obvious. It means that evaluation and analysis of content of a target subject is done through a robust review process for understanding its content
Conclusion: Critical thinking is a kind of purposeful, logical and deep thinking for decision-making and problem solving.
Hassan Ali Nasrabadi, Setareh Mousavi, Zabiholahe Kave Farsan,
Volume 12, Issue 4 (7-2012)
Abstract
Introduction: Improving students' critical thinking skills is clearly important in the context of growing human knowledge. The main goal of this research was to measure the contribution of critical thinking attitudes and learning cognitive styles in predicting the students’ academic achievement variance in Isfahan medical university.
Methods: In this descriptive correlation study, population consisted of university students in the 2010-2011 academic years. A randomly stratified (according to sex and school) sample of 180 students was selected. Data collected using California questionnaire on Critical Thinking attitudes and Kolb’s Learning Styles inventory. Also students’ Grand Point Averages (GPA) were reported.
Results: Critical thinking scores (beta coefficient=.132) and the reflective observation (beta coefficient=.136) could predict 5% of the variance of academic achievement (GPA). There was also a positive correlation between academic achievement and active experimentation. The mean scores of academic achievement as well as mean scores of critical thinking attitudes were significantly different according to the learning styles convergers had the highest GPA and the highest critical thinking attitudes. Critical thinking attitude and reflective observation had a negative correlation (P<.01), while abstract conceptualization showed a positive correlation with critical thinking attitudes (P<.01).
Conclusion: The role of critical thinking attitudes and cognitive learning styles in the academic achievement is inevitable. Faculty members are recommended to apply new approaches and procedures to respect different ways of learning and cognitive needs of the students and cultivate their critical thinking skills.
Marzieh Moattari, Sara Soleimani, Neda Jamali Moghaddam , Farkhondeh Mehbodi,
Volume 12, Issue 10 (1-2013)
Abstract
Introduction: Enhancing nursing students' critical thinking is a challenge faced by nursing educators. This study is aimed at determining the effect of clinical concept mapping using nursing process on discipline based critical thinking of 4th year nursing students.
Methods: In this quasi-experimental study, a convenient sample of 32 nursing students participated. They were randomly assigned to two groups. The control group was involved just in the usual clinical practice, while the experimental group participated in a one day workshop on clinical concept mapping using nursing process during their usual clinical practice. They were also asked to provide at least two clinical concept maps during their clinical practice. On the 10th week of their clinical practice a post-test was done using a specially designed package consisting of fourteen vignettes and three open response opportunity for measurement of seventeen dimensions of critical thinking in nursing (under two categories of cognitive critical thinking skills and mind habits). Students of both groups were required to write about how they would use a designated critical thinking habit or skill to act in a certain way. The students' responses were evaluated by two raters based on identification of critical thinking, justification and quality (appropriateness of the responses with regard to their level of education) of the student's response. The mean scores of both groups were compared by Mann-Whitney test.
Results: Result of the study revealed a significant difference (p<0.001) between the two groups' cognitive critical thinking scores: Experimental group mean score (20.14±13.62) vs the control group mean score (6.41± 6.52).The results also revealed a significant difference (p<0.005) in the scores of mind habits: Experimental group mean score (23.68±20.58) vs the control group mean score(6.30± 5.51). Two groups of study were also significantly different from each other in 11 out of 17 dimensions of critical thinking (p<.01).
Conclusion: Teaching and application of clinical concept mapping leads to improvement of critical thinking abilities in nursing students. However, further studies are recommended to generalize this result to nursing students in their earlier stage of education.
Ahmad Sabouri Kashani, Nasser Faal Ostadzar, Hossein Karimi Moonaghi, Mitra Gharib,
Volume 12, Issue 10 (1-2013)
Abstract
Introduction: Critical thinking is considered as an ultimate goal for education, and a criteria for academic accreditation. So, organizations such as World Federation of Medical Education (WFME) emphasize its importance. This study aimed to assess critical thinking dispositions among medical students’ at two medical school stages (basic medical science and pre-internship) in two medical universities in year 2010. performance on at the two different levels of on all the students at two universities of medical sciences.
Methods: This descriptive cross-sectional study run in Tehran (TUMS) and Mashhad Universities of medical sciences (MUMS). A census sample of medical students (n=635) studying in basic medical sciences or pre-internship stages received California Critical Thinking Dispositions Inventory (CCDI) and demographic questionnaire. Data was analyzed using descriptive indices and t-test.
Results: The total mean score on CCDI according to the completed (n=442) questionnaires, was 291.08±30.51. It was 291.38±31.98 for the basic science students and 290.70±28.6 at the pre-internship level. While the performance of the students at the two levels of basic science and pre-internship showed no significant differences, on the three subscales of inquisitiveness (p=0.012), self-confidence (p=0.011)and truth-seeking(p=0.012), we observed significant differences. The total mean score on CCDI was 290.68±30.9 for Tehran University of Medical Sciences (TUMS) and 291.67±29.97 for MUMS. The total scores for the two universities was not significantly different (p>0.7) however, the performance of the students at TUMS on the subtest for systematicity was found to be significantly better (p=0.023).Only two top deciles of the students had strongly positive critical thinking dispositions.
Conclusion: Students’ critical thinking dispositions were intermediate and positive. It seems that our educational system requires to be revised in order to improve students’ critical thinking dispositions. This study could be the first step to doing research to find better ways to intervening curriculum in order to promote critical thinking dimensions.
