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  3. Studying the relationship between learning styles and critical thinking tendencies in medical students at the basic sciences and pre-internship levels and comparing them at Tehran University of Medical Sciences and Mashhad University of Medical Sciences

Studying the relationship between learning styles and critical thinking tendencies in medical students at the basic sciences and pre-internship levels and comparing them at Tehran University of Medical Sciences and Mashhad University of Medical Sciences

Number of pages: 94 File Format: word File Code: 32091
Year: 2011 University Degree: Master's degree Category: Paramedical
Tags/Keywords: Critical thinking - Development of thinking - learning - Learning styles - Medical students - SPICES - Standard styles - Tendency to critical thinking
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  • Summary of Studying the relationship between learning styles and critical thinking tendencies in medical students at the basic sciences and pre-internship levels and comparing them at Tehran University of Medical Sciences and Mashhad University of Medical Sciences

    Master of Medical Education

    Investigation of the relationship between learning styles and critical thinking tendency in medical students in two stages of basic sciences and pre-internship and their comparison in Tehran University of Medical Sciences and Mashhad University of Medical Sciences

    Despite the emphasis of leading educational organizations and the World Federation of Medical Education (WFME) on the importance of developing critical thinking, the field of medical sciences in our country needs to be identified and carefully examined Factors related to it. This cross-sectional descriptive-analytical study deals with the relationship between tendency to critical thinking and learning styles among general medical students in two stages.

    This study was conducted in the form of a head count on 456 students and using two standardized instruments of Kolb's learning styles and the Persian edited version of the California Critical Thinking Questionnaire (Semtak*). The data were transferred to SPSS 11.5 software and analyzed and compared using descriptive statistics, factor analysis, Pearson's correlation coefficient, chi-square test, ANOVA, and Cronbach's alpha in the analysis of the results. In addition, a significant relationship with learning style was seen in four tendency subscales: free thinking (p=0.003), analyticalism (p=0.015), systematicity (p=0.034), cognitive sophistication (p=0.028). This relationship was significant at the pre-internship level (Ppi=0.005) and in the male population (p=0.03) and was also significant in each of the universities separately (P(tums)=0.0 36, P(mums)=0.038). Gard (278.6) and Hajjar Griz (271.23) were superior in critical thinking in the studied groups. Gender and the university of the place of study had no effect on the tendency of people towards critical thinking (P=0.405, P1=0.7, P2=0.2). The highest frequency of learning styles was norm-compliant (50.4%), homogenizing (27.1%), homogenous (17%), and norm-avoiding (5%).  While the frequency of learning styles was significantly different between the two main levels of the studied population (p=0.024), no significant difference was seen between the two universities (p=0.2).

    Key words: learning styles, critical thinking tendency, medical students, basic sciences, pre-interns

    Foreword:

    Movement Educational systems towards future-oriented, community-oriented and result-oriented critical views have made the education of medical sciences to be revised and reconstructed to empower students. Transforming future doctors into permanent, self-sufficient, dynamic, active, competent, effective learners with high ability to diagnose, reason and make decisions and clinical judgment is one of the ideals of the modern medical education system. Phenomena such as [1] SPICES strategies, lifelong learning and continuous education, evidence-based medicine, clinical reasoning and judgment, and clinical competence or competence are a response to the recent need. The importance of critical thinking in educational systems is so much that the goal of education is considered as one of the accreditation criteria of institutions and mentioned as an output for educational systems. (1)

    Critical thinking as one of the important branches of the category of thinking has been taken into consideration by the world's largest educational, health and medical organizations (WFME[2], UNESCO[3], WHO[4]).(2)

    One ??of the most important challenges regarding the expansion of critical thinking in educational systems is how to include it in the curriculum layers, so that the necessity of direct teaching and training of critical thinking is still under discussion. (4)

    The upcoming research is carried out in a situation where despite all the emphasis mentioned, there is little evidence about the place of critical thinking among general medicine students in our country.

    Thinking:

    There is no topic in education more fundamental than thinking. This issue has caused many important topics in the field of education to be under the influence of theorists, planners, and ultimately executives in the category of thinking. (5) Powell and Elder write about the word thinking and words close to it in their guide to the vocabulary and concepts of critical thinking:

    Reason is a logical process for thinking that starts with something known or assumed and moves towards the results of inference. rtl;"> "Speculate" refers to reasoning based on incomplete and uncertain evidence, and thus implies the speculative identity of formed theories.

    Deliberate means careful and comprehensive attention to a subject to reach a conclusion.

    Critical thinking, its definition and dimensions:

    Some authors, educational dictionaries have said that critical thinking is a thinking that is based on an accurate evaluation of facts and evidences, and by considering all the factors related to the application of valid logical methods, it reaches the most objective results possible. In psychological dictionaries, critical thinking is mentioned as a cognitive strategy that guides individual work through continuous review and testing of possible solutions. (6)

    Akrami about the answer to the question "Is thinking a single human action or does it have different dimensions and levels?" In an article about this, he says: "Some scientists believe that a correct analysis of the thinking process reveals that criticism and creativity both take place in the flow of thought, and as a result, they say, on this basis, we do not consider the division of thinking into normal thinking, creative thinking, and critical thinking logical. has been closer to reality. In a poem, he says:

    "The soul in the unity of the whole entity and the acts in the actual height." (6)

    According to this point, it can be said that thinking is not more than one thing, but this single truth sometimes manifests itself in the dimension of logical thinking, and sometimes in the dimension of critical thinking. From this point of view, plurality is seen in unity. In psychology books and curriculum, various types of thinking are mentioned. Orenstein and Honkins mentioned four levels of thinking with the following titles: logical thinking, critical thinking, creative thinking and intuitive thinking. (6) Sternberg and Sorling in the book "Education to Think" mentioned the three-dimensional theory of thinking with the following titles: analytical thinking, creative thinking, practical thinking.

    One ??of the important definitions of critical thinking is the definition of the American National Philosophical Association, which was presented based on a Delphi study and using the opinions of 46 experts in different fields:

    "Critical thinking is purposeful thinking and self-regulating judgment that leads to interpretation, analysis, evaluation, and inference along with conceptual explanation, methodology, and criteria based on such judgment." On the other hand, critical thinking is a liberating force in education and a source of power in individual and civil life. Critical thinking is not synonymous with good thinking. Critical thinking is a pervasive and self-correcting phenomenon. The ideal of a critical thinker, curiosity, open mind, flexible, visionary in judgment and fair and just in evaluation, honesty in personal biases, willingness to review again, being informed, good faith, transparency in facing issues, being organized in facing complex issues, reasoned in choosing criteria, emphasis on research and perseverance until achieving results.

  • Contents & References of Studying the relationship between learning styles and critical thinking tendencies in medical students at the basic sciences and pre-internship levels and comparing them at Tehran University of Medical Sciences and Mashhad University of Medical Sciences

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    None.  

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Studying the relationship between learning styles and critical thinking tendencies in medical students at the basic sciences and pre-internship levels and comparing them at Tehran University of Medical Sciences and Mashhad University of Medical Sciences
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