Mahmoodabad Seyed Saeed Mazloomy, Nadrian Haidar, Nahangi Hossein
Professor in Health Education, Department of Health, Director of Research Center in Yazd Shahid Sadoughi University of Medical Sciences, Iran.
Med J Islam Repub Iran. 2012 May;26(2):50-7.
The aim of this study was to investigate the ability of Iranian medical and dental students in thinking critically and to assess their ability in using definite components of critical thinking (CT).
Multistage cluster sampling was utilized to recruit 125 preclinical (1(st), 2(nd) and 3(rd) year of study) students in Yazd Shaheed Sadoughi University of Medical Sciences in Yazd, Iran. The Watson-Glaser Critical Thinking Appraisal (WGCTA) was applied to collect data. The statistical analysis of the data included One-way analysis of variance (ANOVA), t-test and bivariate correlations.
The mean total score for this sample was 45.33±5.4. Significant differences were found in total critical thinking score by gender (p= 0.022), residency (p= 0.026) and the year of education (p= 0.01). A significant correlation was found between the total CT score and the student's number of passed credits (r= 0.297, p= 0.003). Also, a significant difference was found in the students' scores on the WGCTA evaluation subtest by passing any research method courses (p= 0.04).
The CT ability in medical and dental students in the present study was weak overall. Medical educators and clinical instructors should try to develop the ability of CT by teaching methods and techniques like purposeful planning and problem-based teaching to promote the components of CT in their students. The improving of CT in medical students has implications for medical education and promotion of medical profession.
本研究旨在调查伊朗医学和牙科专业学生的批判性思维能力，并评估他们运用批判性思维（CT）特定组成部分的能力。
采用多阶段整群抽样方法，在伊朗亚兹德的沙希德萨杜基医科大学招募了125名临床前学生（学习的第1、2和3年）。应用沃森-格拉泽批判性思维评估（WGCTA）收集数据。数据的统计分析包括单因素方差分析（ANOVA）、t检验和双变量相关性分析。
该样本的平均总分是45.33±5.4。在批判性思维总分方面，按性别（p = 0.022）、居住地（p = 0.026）和教育年份（p = 0.01）发现了显著差异。在批判性思维总分与学生通过的学分数之间发现了显著相关性（r = 0.297，p = 0.003）。此外，通过任何研究方法课程的学生在WGCTA评估子测试中的分数存在显著差异（p = 0.04）。
本研究中，医学和牙科专业学生的批判性思维能力总体较弱。医学教育工作者和临床教师应尝试通过有目的的规划和基于问题的教学等教学方法和技巧来培养批判性思维能力，以促进学生批判性思维的各个组成部分。医学生批判性思维能力的提高对医学教育和医学专业的发展具有重要意义。
