جستجوی مقالات مرتبط با کلیدواژه « Critical Thinking » در نشریات گروه « پزشکی »

People with a high level of self-directed learning are active learners who have a strong desire to learn, use problem-solving skills, and manage their own learning. The aim of this research was to design and validate the learning model of distance education based on academic motivation and self-directed learning with the mediating role of critical thinking in distance education universities.

The research method was descriptive and of the correlation type using the structural equation method. The research population included all doctoral students in the fields of distance education, educational management, education philosophy, curriculum and educational planning of distance education universities in Tehran province, 2019-2020. Out of which, 200 people was selected by random sampling. The research tools included Vallerand students' academic motivation questionnaire, Fisher's self-directed learning scale and Ricketts critical thinking questionnaire. Data analysis were using SPSS software version 21 and AMOS software version 3.

The findings showed that critical thinking has a mediating role in relation to academic motivation and self-directed learning in distance education universities and the research model has a suitable fit. Academic motivation has an indirect effect on the leader's self-learning through the mediation of critical thinking (P<0.05) and academic motivation has a direct effect on the leader's self-learning (P<0.05).

In order to improve the level of self-directed learning, the distance education system should pay attention to academic motivation and critical thinking in students.

Since medical care providers are faced with complex issues in their profession, one of the important skills in making correct clinical decisions is critical thinking. Therefore, one of the standards of medical education is to instill critical thinking in students.

The present study was a cross-sectional descriptive-analytical study. Data was collected using a demographic questionnaire and the standard California B questionnaire. Mann-Whitney test was used to make comparisons, and Spearman's correlation coefficient was used to check the correlation between the data.

The findings showed that the average critical thinking score of the participating medical students was 8.05 (± 2.6). Also, analysis and inference had the highest 2.5 (± 1.58) and lowest 2.51 (± 1.04) levels of obtainable score, respectively. Critical thinking had a significant positive correlation with all its components (P<0.001). The critical thinking of the participants was not significantly different in terms of gender or university entrance examination regions (P>0.05). The analysis showed that critical thinking has a significant positive correlation with age (r=0.159, P=0.018) but a significant negative correlation with years of education (r=-0.216, P=0.001) and grade point average in the last semester (r=-0.492, P=0.012).

The studied medical students did not have an optimal level of critical thinking, which is necessary for making appropriate and effective decisions, and this skill was found to have an inverse relationship with the grade point average and academic years. Therefore, it can be argued that the current educational system in the university has not been able to enhance this vital skill among medical students.

Critical thinking is used to improving individual skills to determine the value and advantages of a phenomenon, factor or, information.

The current descriptive research was conducted using a cross-sectional survey method. The research population included 260 graduate students of Ahvaz Jundishapur University of Medical Sciences who randomly participated in the research. Exploratory factor analysis, confirmatory factor analysis, difficulty factor, and discrimination factor were used to standardize the test.

The findings of the exploratory factor analysis led to the identification of a model with 28 items and four factors "evaluation", "analysis", "deduction" and "interpretation". This model with an internal similarity of 0.832 can explain more than 41% of the changes in critical thinking. The correlation between all identified factors was positive and significant. The findings of confirmatory factor analysis showed CFI=0.861, GFI=0.838 and, RMSEA=0.049 and indicate the confirmation. Findings of difficulty and discrimination indices showed that more than half of the test questions are difficult and have a weak ability to distinguish between strong and weak students. Also, 4 questions had a discrimination index of zero or negative.

California Critical Thinking Test Form B is norm and valid for Iranian students. However, due to the high difficulty of more than half of the questions and their weak ability to distinguish weak and strong students, it needs to be modified for use in Iranian students.

Academic consistency is an important factor shaping the foundation and foundation of a positive relationship with academic life. Therefore, the purpose of this study was to determine the role of critical thinking and information literacy in predicting academic consistency of Payame Noor students.

A correlation study design was used for this research. The statistical population of this study was all students of Payame Noor University in the academic year 1397- 1398 who were randomly selected using the Morgan table. 92 individuals were considered as sample size. The main tools for collecting information in this research were Critical Thinking Rickets (2003), Information Literacy, Bruggian Broujeni (2011), and Marshall and Martin Degree Degree (2008).

The results of Pearson correlation coefficient showed that there is a positive and significant relationship between information literacy and academic salary (r = 0.44) at 99% confidence level, but there is no significant relationship between critical thinking and academic salary (≤ 0.05) p). Also, the information literacy variable could explain 197.0 changes in salary.

Educational system and educational planners should pay special attention to scientific education and educational measures due to the educational ability of critical thinking and information

Nowadays, improving the learning and success of students is one of the important indicators in the evaluation of education and one of the important factors in the progress of countries, and in order to achieve it, it is necessary to pay special attention to the effective factors. The present study was conducted with the aim of comparing the effectiveness of group training of self-regulation learning strategies and critical thinking on the intelligence beliefs of emale students of the first year of high school The present research method was semi- experimental with a two-month pre-test and post-test design with a control group. The statistical population included female students of the first secondary school in Bagh ahadran city in the fall of 1401, among them (350 people), 60 people were randomly selected in hree groups (each group of 20 people) were assigned. After the pre-test, Dupirot and Marian (2005) questionnaire was used to measure the dependent variable. Teaching strategies Self-regulation learning (Khanjani et al., 2013) and critical thinking training (Fisher, 2005) quoted by (Dosti, Yazdanbakhsh, and Momeni, 2013) were implemented in 8 sessions of 90 minutes each, and the control group did not receive any training program. The obtained data were analyzed using the method of analysis of variance with repeated measurements with a ixed design and Ben Feroni's post hoc test.

The research was semi-experimental with a pre-test-post-test design and a two-month follow-up period with a control group. The statistical population included 350 female students of the first secondary school in Bagh Bahadran in the academic year of 1402-1401. 60 students were selected from the mentioned statistical population through available sampling, and 20 people were in the first experimental group (the group affected by the teaching of self-regulation learning strategies), 20 people were in the second experimental group (the group affected by critical thinking) ) and 20 people were included in the control group. In the same and simultaneous conditions, the pre-test related to measuring the variable of Dupirot and Marian (2005) questionnaire was used to measure the dependent variable. . After that, the students of the first experimental group were trained in self-regulated learning strategies (using the instructions of Khanjani et al., 2013). The second experimental group was also trained in critical thinking (using the instructions of Fisher, 2005) Yazdanbakhsh and Momeni (2013) were placed. At this time, the students of the control group did not receive any training.

In general, based on the results and based on the combination of open text, it was found that the teaching of self-regulation learning strategies and critical thinking is effective on students' Intelligence beliefs.

The results showed that teaching self-regulation learning strategies and critical thinking is effective on students' Intelligence beliefs. Research results show that the implicit beliefs of intelligence (intrinsic and additive) have a positive relationship with self-regulated learning strategies such as cognitive and metacognitive strategies (Alipour and Moradi, 2016). Since self-regulated learning includes high-level abilities such as metacognition, motivation, and management of personal environment, as well as processes and strategies for initiating, directing, and monitoring learning, it requires a greater degree of belief in increased intelligence in students. . Research resultsTan et al. (2019) show that students with increased belief in intelligence give more value to motivation and learning. Implicit beliefs about intelligence are related to the influence on individual expectations, interpretations and interpretations related to new information and the direction of students' behavior, and can play an important causal role in goals, beliefs related to effort, internal motivation, self-regulation, and the performance of individuals in situations. difficult to play (Alipour and Moradi, 2016). Students who believe in the beliefs of increased intelligence consider intelligence as one They know that quality is flexible and controllable and can be increased and improved through effort and investment. They emphasize improving competencies and strive to overcome possible failures and failures. While normal scientists who have a higher level of belief in inherent intelligence expect to achieve success due to their intelligence level and spend minimal effort to overcome problems. On the other hand, the research results show that there is a significant relationship between the tendency to think critically and academic success, and students who have higher critical thinking have a higher success rate. have more Meanwhile, the theories and beliefs that students have about their intelligence are effective on their effort and perseverance and their success. With the increase of critical thinking, active learning also increases, and students have a greater desire for mutual discussions and deep evaluation of materials and a weaker desire for knowledge and one-sided, definite and separate thinking, all of which are created in students It happens that they believe that their intelligence can be increased. The results of the present study showed that by teaching self-regulation learning strategies and critical thinking, students' attitude towards their academic issues and the dimensions of students' intelligence beliefs can be changed.

Background &

Due to the spread of the Covid-19 disease, virtual education became popular, which played an important role in the academic level of students. Therefore, the aim of the research was to provide a model of the effect of virtual education during the Corona pandemic on team learning and critical thinking of graduate and assistant students of Shahid Beheshti University of Medical Sciences. In the last two years, with the outbreak of the Covid-19 disease, various parts of higher education were affected, especially the education of medical students. With the spread of this disease, the involved countries inevitably changed their current educational methods and took measures in this field. The process of teaching and learning should continue and this view led to the emergence, discovery, and application of a wide range of online teaching-learning methods. Attendance in class is especially important when teaching medical sciences because learners are trained to solve problems, critically analyze, and make therapeutic recommendations, and absenteeism is a concern. Following the formulation of the comprehensive program in the field of education, to plan for the realization of the policies and strategies contained in those operational packages, operational plans, and annual projects are implemented based on them. Following the aim of higher education in the health system and the educational transformation and innovation plan in Iran's universities of medical sciences, twelve educational packages were placed as the basis of educational transformation and development. One of the most important packages of the transformation plan was the virtual education package. For the development of virtual education, 8 steps of training manpower, regulation of laws, encouragement, and motivation, production of electronic content, provision of infrastructure, production and dissemination of knowledge, development of virtualization, and novelty, and innovation were determined as the main strategies. With the emergence of the phenomenon of Covid-19 and its stability with new strains in the context of other effective factors and the forced movement of the education system at different stages towards virtual education as the dominant method and most fields as the only educational method, this question In the minds of the beneficiaries of the education process, especially the executors, it raises the question whether the virtual education methods as previously considered as a goal and ideal; Are they responsive to teaching and learning needs? Many things have been said and written about the problems of classrooms before the contemporary period. Now and in the new conditions, it seems that some of the previous problems have been strengthened. By default, advantages are also considered for virtual education, but of course, the question must also be answered which of these "Educational benefits" can only be accessed through virtual training and cannot be obtained in face-to-face training? It seems that now, despite the new experiences in the field of virtual education, there is an opportunity to move away from the past positive and current negative emotions and perceptions towards this type of education; The real place of virtual education in the cultural context of the country's education system should be determined and operational planning should be done free of unrealistic idealism to improve the quality of education and increase students' participation in this process. Although the corona pandemic caused many problems on all the indicators of society, including the health of the people, it led to the flourishing of some capabilities in the country, among which we can mention the spread and prosperity of virtual education throughout the country. It seems that virtual education has entered a new phase in our country and more attention has been paid to virtual education. On the other hand, those responsible for the matter have become more aware of the importance of distance education and e-learning-based education. Therefore, it is expected that with the development of the necessary infrastructure such as the development of the nationwide Internet network and increasing its speed, the production of interactive educational software, and the use of the experiences gained in this pandemic, we will witness the increasing prosperity of virtual education in the country, and even after the end of the Corona epidemic.

The study method was mixed, in the qualitative part, the statistical population included 18 expert professors, 10 of whom were selected by purposive sampling, and 1665 graduate students and assistants of Shahid Beheshti University of Medical Sciences in the department. 312 people were selected using Cochran's formula. In order to collect data, the researcher-made questionnaire of virtual education and critical thinking Ritex (2003) and team learning was used by Bresso et al. (2008). Exploratory factor analysis tests were used to analyze the data.

The results showed that the coefficients of the path, the factor load of 0.708 against 0.644 are established between virtual training and the variables of team learning and critical thinking, also because the value of t (22.094) between virtual training and team learning compared to the value of 17.757 It is outside the range between virtual education and critical thinking (2.58 and -2.58), so the effect of virtual education on team learning and critical thinking during the Corona pandemic has become significant.

In general, it can be concluded that in order to improve the level of critical thinking and learning, virtual education can be used alongside real education. With the sudden and immediate closure of universities, the corona pandemic has changed the educational and research structure. This critical situation has created many concerns, including the decline in the quality of education and an uncertain future for students. In Iran, in most parts of the world, since the early days of the Corona outbreak, the use of various electronic and virtual education methods as an alternative to face-to-face education has been on the agenda. Today, electronic learning and virtual education are considered new paradigms in teaching and learning mechanisms.

Critical thinking and the clinical decision-making power of nurses is one of the factors to improve the quality of health care. This research was conducted with the aim of determining the relationship between critical thinking and clinical decision-making with the quality of nursing care of medical surgical nurses.

This descriptive and analytical cross-sectional study was conducted on 226 nurses working in medical-surgical wards in educational and therapeutic centers affiliated to Isfahan University of Medical Sciences in 2021. Data were collected through the California Critical Thinking Skills, Clinical Decision Making, and Quality of Nursing Care questionnaires and using a multi-stage stratified sampling method. The findings were analyzed using descriptive (frequency, percentage, mean, and standard variation) and inferential tests (Pearson correlation coefficient, independent t, ANOVA) in SPSS software version 18. A significance level of P < 0.05 was considered.

The mean score of critical thinking (maxim score:35), clinical decision-making (maxim score:120), and quality of nursing care (maxim score:260) was 7.99, 87.72, and, 199.43 respectively.  They had high nursing care quality (83.2%) and, poor critical thinking (88.1%). The Pearson correlation coefficient did not show a significant relationship between the critical thinking score and the nursing care quality score (P=0.28). But the results showed a significant relationship between the clinical decision-making score and the nursing care quality score (P<0.001).

The findings showed that there was a relationship between the clinical decision-making score and the nursing care quality score, but no relationship was observed between the critical thinking score and the nursing care quality score. The critical thinking of the participants was reported to be at a weak level, therefore, the need to train nursing students and nurses in order to strengthen critical thinking and finally improve the clinical decision-making power and increase the quality of nursing care is recommended.

Nursing is based on critical thinking. In nursing, practical and clinical training in critical thinking is integrated with each other. What parallels the teaching of critical thinking is the discussion of measuring critical thinking. The aim of this study was to construct and standardize the critical thinking skills test in postgraduate nursing students.

This is methodological research that lasted from 1398 to 1400. The 200 participants included master's and Ph.D. students in nursing at Golestan-Gorgan and Fars-Shiraz universities of medical sciences. After constructing the questionnaire items based on a qualitative study, the face and content validity of the tool were determined. The validity of the instrument constructs was evaluated using exploratory factor analysis and its reliability was assessed using Cronbach's alpha and the stability of the instrument was assessed by a test-retest method. Findings were analyzed using SPSS 18 software.

The mean and standard deviation age of participants was 35±6 years. 55.5% of the participants were women. The results of exploratory factor analysis showed the adequacy of the samples for data analysis with a score of 0.917 based on the KMO test and led to the development of three factors, which were: knowledge with 12 items, attitude with 12 items, and skill with 12 items. The reliability of internal consistency was measured by Cronbach's alpha method for the whole questionnaire (α = 0.952). The mean and standard deviation of the total score of critical thinking skills in postgraduate nursing students was 95.95±24.26.

The findings of this study show that the 36-item critical thinking skills questionnaire has good validity and reliability and can be used to assess nursing students' critical thinking skills.

 Critical thinking comprises the skills of reasoning, purposeful judgment, and self–regulation, developing from interpretation, analysis, evaluation, and inference. The outcomes of such skills would be proper problem–solving and appropriate decision–making. Achieving high levels of critical thinking and significant self–knowledge depends on having high levels of cognitive ability and problem–solving skills, which are the main aspects of metacognition strategies. Another factor related to critical thinking is cognitive ability. To create dynamic and effective educational settings, it becomes crucial to focus on improving learners' critical thinking ability. Related and effective structures to develop main educational components must be considered regarding the significance of critical thinking development for educating thoughtful and critical learners. This research aimed to investigate the indirect relationship between critical thinking based on cognitive abilities and the mediation of metacognition in university students.

 The method of this research was correlational analysis using structural equation modeling. The study's statistical population includes all students of Semnan University of Medical Sciences, Semnan City, Iran, in the 2020–2021 academic year. Sampling was conducted according to available sampling. A total of 380 students were selected by applying ten structural equation modeling sampling rules to determine the sample size. The inclusion criteria included studying at Semnan University of Medical Sciences and providing informed consent to participate in the research process. The exclusion criteria included providing wrong information and incomplete questionnaires. Data collection tools included the Critical Thinking Questionnaire (Ricketts, 2003), the short form of the Metacognition Questionnaire (Wells & Cartwright–Hotton, 2004), and the Cognitive Abilities Questionnaire (Nejati, 2013). The data obtained were analyzed using a correlation coefficient and structural equation modeling method in SPSS–25 and AMOS–25 software. The significance level for all tests was set at 0.05.

 The results showed that the assumed model fit the collected data (χ2/df=2.98, GFI=0.919, AGFI=0.882, CFI=0.912, RMSEA=0.072). The results also showed positive and significant relationships between the total path coefficient of critical thinking and cognitive abilities (p=0.001, β=0.372) and metacognition with cognitive abilities (p=0.022, β=0.140), as well as the indirect path coefficient of critical thinking and cognitive abilities (p=0.021, β=0.049).

 Based on the findings of this research, metacognition plays a mediating role in the relationship between critical thinking and cognitive abilities. The research findings are essential to know and use the effective factors in critical thinking.

One of the important goals of nursing education is nurses training that provide valuable services and critical thinking skill is necessary for this. It seems in the current nursing education methods has been less attention to it.

The aim of this study is to assess the status of critical thinking in Iranian nursing education and provide its concepts and promote methods in order to emphasize the importance and necessity of critical thinking.

This review study was conducted by searching keywords nursing, education and critical thinking in the Persian-language articles published in the database iranmedex, magiran, SID, from 2006 to 2014. Inclusion criteria were Persian-language articles, articles specialized in nursing and nursing along with other disciplines were studied

A total of 367 articles were found, after considering the inclusion and exclusion criteria, 22 articles that were selected to study. Studies showed that nursing students have poor ability to understand critical thinking and their tendency is shaken. No significant difference was found between the first and last grade students' critical thinking, while there was a significant correlation between mental health and clinical decision making and critical thinking and Emphasized on training to improve critical thinking.

According to the necessity of critical thinking for Judging and decision-making in critical situations, recommended the managers and planners provide more effective strategies to promote critical thinking skills for nursing students.

Critical thinking, an important construct in the educational dimension, is an active process which uses a specific set of skills and enables one to make appropriate decisions and discriminate between information received. Therefore, critical thinking is considered as an important aspect of information performance in library education. In the field of library and information science, so far, no coherent study has investigated the possible aspects of teaching critical thinking. Hence, this narrative study aimed to review the available literature to determine if critical thinking is considered in the librarianship education and research. To this end, four electronic databases, including Medline (PubMed), ERIC, ProQuest, and Scopus were searched using the following keywords: Critical Thinking; Thinking; Education; Curriculum, Teaching; Librarianship; Library and Information Science; Medical Library and Information Science; and Knowledge and Information Science. A total of 439 articles were identified. After the initial review of the titles and abstracts and the removal of irrelevant and repetitive articles, 67 articles entered the evaluation stage. After reviewing the full text of the remaining articles, 32 articles were eligible to enter the study. Based on our review, the literature on the critical thinking in library science could be categorized into four classes. Moreover, critical thinking should be improved through using different educational strategies and be integrated into education curricula.

The purpose of religiosity is to lead a person to a clean life in which thinking has an important place, regarding the factors affecting correct thinking, along with cognitive factors, some non-cognitive factors are obstacles to critical thinking and thus damage to thought health. The purpose of this study is to explain the psychological or non-cognitive factors in avoiding critical thinking.

The method of this research is to analyze the concepts according to the semantic network and compare the synonymous and contradictory concepts.

The findings showed that fears and tendencies, including habit, wishful thinking, extreme collectivism, rush to achieve psychological certainty and certainty, are among the non-cognitive factors that play a role in avoiding critical thinking.

In order to maintain and promote the health of beliefs and ideas, in addition to paying attention to the epistemological factors affecting thinking, such as having knowledge and checking the correctness of arguments, we should also pay attention to psychological factors that cause bias and hinder correct thinking. Intellectual virtues for example the ability to recognize the salient facts, sensivity to detail, fairness in evaluating the arguments of others, intellectual humility must also be nurtured.

In today's world, critical thinking is an essential skill, and although the emphasis on this type of thinking is as old as the history of human knowledge, today attention to its importance has become more apparent. The purpose of this research is to determine the effectiveness of critical thinking training on emotional creativity and self-management of female students of the first secondary school.

The current quasi-experimental research with a pre-test-post-test design with a control group and a one-month follow-up was conducted in Sabzevar high schools. The statistical population was all the students of the first secondary school. The sample size of this research was 66 people, that is, 33 people were considered for each group. Emotional creativity and self-management questionnaires were used to collect information. Sampling was available by method. Data analysis was done with descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics using multivariate analysis of covariance (MANCOVA) and SPSS version 26 software.

The emotional creativity preparation component in the experimental group was significant in the post-test phase and the emotional creativity innovation component in the experimental group was significant in the follow-up phase. In this study, the M. Box statistic index was not significant for any of the components of emotional creativity and self-management.