Presenting a model of the effect of team-based learning in Corona pandemic period on critical psychological thinking in medical universities

The discussion of active learning and active learner has a special place in educational topics today. Learning is a process that ultimately leads to behavior change. Learning means strengthening the ability with the help of experience gained from pursuing things. The importance of paying attention to education and learning is at the top of programs and a factor in the development of countries. In such situations, management, identification and creation of new strategies in teaching and learning are vital. Team learning addresses the issue of collective learning and transforms teams and teaches them to mobilize their energy and strengths to achieve common goals. Team learning brings multiple outcomes and these outcomes occur at multiple levels. The study of organizational learning as a consequence of team learning showed that the direct relationship between individual learning and organizational learning was ambiguous and organizations would acquire it through the integration of individual learning and integrated learning process at team level. On the other hand, critical thinking as a learning tool acquaints students with the art of reasoning and logic and prepares them for extracurricular situations and to live better and understand better. Given the role that students play during their studies and after their studies in the fields of research and education, determining the level of media literacy for this group is a good focal point for starting media literacy training. Students should be able to choose the right tools to search for information and have the right search strategies to quickly access the information needed. To simply put, the goal of team-based learning is to increase students' skills in achieving higher levels of cognitive learning by applying individual knowledge in the form of a collaborative learning team. Team-based learning is an educational method that leads to the acquisition of communication skills, problem solving and practical knowledge. Experts have described team-based learning as an effective method of deep learning in the medical sciences. Since there was no study on the model of the effect of team-based learning in the corona pandemic period on critical psychological thinking in medical universities, so in this study, the model was presented.

This study was conducted with a qualitative and quantitative approach. In the qualitative section, the statistical population included 30 professors of Farhangian University and Babol University of Medical Sciences, 20 of whom were selected by purposive sampling and 4331 students of Farhangian University of Medical Sciences and Babol University of Medical Sciences were in the quantitative section. Subjects were selected using random sampling method based on Cochran's formula. A researcher-made questionnaire from a semi-structured interview was used to collect study data and PLS software was used to analyze the data.

The results showed that there was a factor load of 0.433 between the exogenous latent variable (team-based learning in the corona and post-corona pandemic period) and the endogenous latent variable (critical thinking), based on the path coefficients. The t-value (8.330) is outside the range (2.58 and -2.58), so the effect of team-based learning on the components of critical thinking in the corona and post-corona pandemics at the level of 0.99 was significant. Looking at the t-statistic values ​​of the components of both variables, we found that among all the components of the variables, this relationship was significant. Among the components of the team-based learning variable, the highest t-statistic belonged to the "educational facilities and equipment". It was one of the components of the physical dimension with the value of 83.883 and the lowest value was related to the component of the "axial group" with the value of 25.342. Therefore, it can be concluded that the effect of team-based learning on the components of critical thinking in the corona and post-corona pandemics was positive and significant. The results of data analysis in this section showed that the relationships between the effect of team-based learning and critical thinking components in the corona and post-corona pandemics was confirmed and there was a significant correlation between all variables. Also, after examining the relationship between the effect of team-based learning and the components of critical thinking in the corona and post-corona pandemics, the main hypothesis was confirmed.

In general, it can be said that team-based learning had an impact on the components of critical thinking in the corona and post-corona pandemics that team-based learning can be used as a useful way to increase critical thinking. In the present study, the aim of familiarizing professors with the category of team-based learning and the need to pay attention to it as a context to achieve this goal is to create a role in the realization of good life for the individual and society, according to the process of identity formation and evolution. It is necessary for educators to first acquire a set of necessary competencies. It is hoped that the results of the present study can make the managers and officials of universities aware of the importance of this issue so that they can take effective and practical steps towards the success and implementation of the present study. The limitations of this study included limiting the statistical population to Babol University of Medical Sciences and Farhangian University, as well as the geographical scope of the research as well as the difficulty of communicating with some university professors. In line with the results of the study, it can be suggested that the Ministry of Science, Research and Technology provides successful managerial and strategic experiences of universities and institutions of national and international higher education at home and abroad as a practical example to universities and institutions. Also, university administrators should form critical research teams to anticipate the issues and problems facing the organization in terms of paying attention to team-based learning paradigms and critical thinking. Also, they should develop international science parks and research centers in universities to expand the activities of administrators and professors to move towards this style of participatory learning.