The effectiveness of critical thinking teaching on attitude to creativity and intellectual vitality Lorestan University of medical sciences students

Aim: The purpose of this study was to determine the effectiveness of critical thinking training on the creativity and mental vitality Lorestan University of Medical Sciences students in the academic year of 2017-2018.
A semi-experimental research was carried out in the form of pre-test and post-test design with control group. The statistical population included all male and female students of Lorestan University of Medical Sciences. The research sample consisted of 40 students who were selected through purposeful sampling and were randomly assigned to either control or experimental groups of 20 subjects. For measuring attitude toward creativity, before and after the implementation of critical thinking training, Shiferan's attitude to creativity test (2003) and mental health aversion were used from Ryan and Frederick (1997). Critical thinking training for the experimental group received 10 sessions of 90 minutes, and after the course, two groups were subjected to post-test. During this period, no training was performed for the control group. Covariance test was used to analyze the data.
The results showed that teaching critical thinking enhances creativity and intellectual vitality were students (F=6/97, p Thus, according to the teaching of critical thinking in creativity and vitality subjective necessity of holding periods are research and training centers in this area is recommended.