Faculty and its Impact on Critical Thinking Abilities of Undergraduate Medical Students – A Delphi Study (original) (raw)
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Pakistan Armed Forces Medical Journal
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The current research has been conducted with the aim of surveying the critical thinking skills of faculty members of Hamedan university of medical sciences. Questionnaire being used in this research is California critical thinking skills test-form B (CCTST) which is printed and handed out to the official and full-time faculty members of Hamedan university of medical sciences and after a limited time of 45 minutes they were collected. Due to the specific type of the questionnaire in terms of type of the questions and method of answering the faculty members hardly accepted to cooperate: thus the convenience sampling was used and 152 correct and complete questionnaires were collected. Tests being used for analyzing the achieved data include: ANOVA test, Eta, Pearson correlation coefficient, independent t-test, and one sample t-test. Achieved results show that there was no significant difference and correlation between the components of critical thinking (analysis, deduction, evaluation...
Critical Thinking: Perception and disposition of students in a Medical College of Pakistan
JPMA. The Journal of the Pakistan Medical Association, 2019
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BMC Medical Education
Background Today’s complexities and diversity in the clinical setting have revealed the need to pay attention to strengthening critical thinking (CT) skills. The present study aimed to evaluate and compare CT skills in the residents of the Tehran University of Medical Sciences. Methods This is a cross-sectional study. The study's statistical population included 284 residents in orthopedic, internal medicine, and surgery groups studying in the PGY1 to PGY4 years of residency. The data collection tool was the California Critical Thinking Skills Test (CCTST) form B. The collected data were entered into SPSS-16 software and analyzed using descriptive (mean and standard deviation) and inferential (one-way ANOVA) statistics. The significant level in all tests was considered at P < 0.05. Results 189 out of 284 residents completed and returned the questionnaire, and the response rate was 66%. The mean CT skill score of residents (M = 13.81, SD = 3.52) was lower than the optimal level...
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Journal of Advances in Medical Education & Professionalism, 2016
Introduction: In the new concept of medical education, creativity development is an important goal. The aim of this research was to identify a model for developing critical thinking among students with the special focus on learning environment and learning style. Methods: This applied and cross-sectional study was conducted among all students studying in undergraduate and professional doctorate programs in Fall Semester 2013-2014 in AJA University of Medical Sciences (N=777). The sample consisted of 257 students selected based on the proportional stratified random sampling method. To collect data, three questionnaires including Critical Thinking, Perception of Learning Environment and Learning Style were employed. The data were analyzed using Pearson's correlation statistical test, and one-sample t-test. The Structural Equation Model (SEM) was used to test the research model. SPSS software, version 14 and the LISREL software were used for data analysis. Results: The results show...
Educational Research in Medical Sciences Journal, 2021
Background: The development of critical thinking skills and disposition in universities is an important goal of education. Evaluation of critical thinking disposition and its influential factors as a competency of faculty members has attracted the attention of educational experts. Objectives: The present study aimed to assess the critical thinking disposition of the pharmacy faculty members of Ahvaz Jundishapur University of Medical Sciences, Iran in 2018. Methods: In this descriptive, cross-sectional study, data were collected using a questionnaire consisting of two sections. The first section included demographic variables, and the second section was Ricketts critical thinking disposition inventory. The questionnaire was provided to 41 faculty members, and 36 questionnaires were completed and returned. Data analysis was performed in SPSS version 18 using t-test and Pearson's correlation-coefficient. Results: The mean score of the critical thinking disposition of the participants was 134.41 out of 165. No significant difference was observed in the mean score of critical thinking disposition in terms of gender and academic rank. Moreover, no significant correlations were denoted between the critical thinking disposition, age, and work experience of the faculty members. Conclusion: Due to the educational role of faculty members and the necessity of developing critical thinking skills in universities, continuous training must be implemented for faculty members for familiarization with various aspects of critical thinking and the required teaching strategies, followed by the promotion of these skills in students.
Background Today’s complexities and diversity in the clinical setting have revealed the need to pay attention to strengthening critical thinking skills. The present study aimed to evaluate and compare critical thinking skills in the specialty residents of Tehran University of Medical Sciences. Methods The present study is a descriptive and cross-sectional type of study. The statistical population of the study included 284 specialty residents in orthopedic, internal medicine, and surgery groups studying in the first to fourth years of residency. They were selected by a census method. A two-section questionnaire, including demographic characteristics and the California Critical Thinking Skills Test -Form B (CCTST-B), was used to collect data. The collected data were entered into SPSS-16 software and analyzed using descriptive (mean and standard deviation) and inferential (one-way ANOVA) statistics. The significant level in all tests was considered at P < 0.05. Results The mean crit...
Pakistan Journal of Medical Sciences
Objectives: To compare critical thinking of undergraduate medical students of institutes following traditional and integrated curriculum at Twin cities. Methods: The current cross-sectional study was conducted in medical colleges of Twin Cities from February 2021 till August 2021. Two medical colleges one with conventional and other with integrated mode of curriculum were included. One hundred medical students were selected by simple random sampling from each conventional and integrated medical college. Free critical thinking test tool was used for data collection. The tool was composed of five sections, Arguments, Assumptions, Deductions, Inferences and interpreting information. Data entry and analysis was done by using SPSS version 20. Chi-Square test of independence was run to determine the association of critical thinking with type of curriculum. Independent sample t-test was applied to find out the mean difference in the critical thinking of medical students following the two d...
KEI Journals: Medical Research Archives, 2017
ABSTRACT Introduction: There is a significant tendency to strengthen critical thinking skills as an essential component of the health care team members’ performance. This study aims to describe the process of teaching of critical thinking as a longitudinal integrated course at Tehran University of Medical Sciences. Methods: In the design phase, the taskforce codified the first draft of the program. After Two-hour sessions with participation of second-year medical students was held as pilot phase of the program. Each session included pre-reading of the contents, conducting mini interactive lectures, solving worksheets, summarizing the golden points and providing feedback. Finally, survey forms were provided to students to determine satisfaction. Findings: Total number of 159 medical students participated in this study (%48.2 female and %51.8 male). Findings show that 47.1% of students stated that the relevancy of prepared texts was good. In regards to coordination of the worksheets with educational content, 68.3% completely agreed and 62.6% of students agreed on the fact that thoughts were challenged by them. Conclusion: the results of the study showed that using interactive methods such as question and answer technique, small group teaching strategies, worksheet, etc. could be useful to learn critical thinking skills. Keywords: longitudinal theme, critical thinking, undergraduate medical curriculum