Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
School of Medical Sciences, Yazd Branch, Islamic Azad University, Yazd, Iran.
BMC Med Educ. 2023 Mar 30;23(1):198. doi: 10.1186/s12909-023-04163-x.
Developing reflective capacity and critical thinking is one of the prerequisites of education in health professions, especially medicine. This study aimed to determine the reflective capacity of medical students and its role in their critical thinking disposition.
In this cross-sectional descriptive research, conducted in 2022, a total of 240 medical intern students were selected using the convenient sampling method. Data were collected using a reflective capacity questionnaire and critical thinking disposition questionnaire and analyzed with descriptive and inferential statistics using SPSS20.
The mean reflective capacity was 4.53 ± 0.50, and mean critical thinking disposition was 127.52 ± 10.85. Among the dimensions of reflection, "active self-appraisal (SA)" and "reflective with others (RO)" had the highest and lowest means, respectively. The dimensions of critical thinking disposition with the highest and lowest means were related to innovation and intellectual maturity, respectively. Reflective capacity and its dimensions were found to have a direct and statistically significant relationship with critical thinking disposition and its dimensions. Regression analysis results showed that reflective capacity accounts for 28% of students' critical thinking disposition.
The relationship between students' reflective capacity and their critical thinking disposition has rendered reflection as one of the necessary components of medical education. Thus, determining the learning activities by considering the reflection process and models will be very effective in creating and strengthening critical thinking disposition.
培养反思能力和批判性思维是健康专业教育，尤其是医学教育的前提条件之一。本研究旨在确定医学生的反思能力及其在批判性思维倾向中的作用。
本横断面描述性研究于 2022 年进行，采用便利抽样法选取了 240 名医学实习学生。使用反思能力问卷和批判性思维倾向问卷收集数据，并使用 SPSS20 进行描述性和推断性统计分析。
平均反思能力为 4.53±0.50，平均批判性思维倾向为 127.52±10.85。在反思维度中，“主动自我评价（SA）”和“与他人反思（RO）”的均值最高和最低。批判性思维倾向维度中，均值最高的维度与创新有关，均值最低的维度与智力成熟度有关。反思能力及其维度与批判性思维倾向及其维度之间存在直接且具有统计学意义的关系。回归分析结果表明，反思能力占学生批判性思维倾向的 28%。
学生的反思能力与批判性思维倾向之间的关系表明，反思是医学教育的必要组成部分之一。因此，通过考虑反思过程和模式来确定学习活动，将对培养和加强批判性思维倾向非常有效。
