Evaluating Critical Thinking Skills in Medical Students, Isfahan University of Medical Sciences, Iran
Strides in Development of Medical Education: July 31, 2012, 9 (2); e60657
January 15, 2013
Article Type: Research Article
August 21, 2017
August 28, 2012
S , Mortazavi
F , Yazdani
Y. Evaluating Critical Thinking Skills in Medical Students, Isfahan University of Medical Sciences, Iran,
Strides Dev Med Educ.
Background & Objective: Medical students should learn some skills for better clinical reasoning,
decision making and using evidence based medicine. One of the most important attributes of a
successful clinician is the ability of critical thinking in patient care situations. The purpose of this
study was to evaluate critical thinking skills (analysis, evaluation, inference, and deductive and
inductive reasoning) in medical students of Isfahan University of Medical Sciences, Isfahan, Iran.
Methods: This non-experimental study was conducted on 92 men in first, third and fifth years of
medical education in 2008-2009. Data were collected using California Critical Thinking Skills Test
(form B) and analyzed by SPSS software. Statistical tests used for data analysis were ANOVA,
Duncan Posthoc and Pearson tests.
Results: The mean scores of 5 sub-skills were low in all three groups. Significant differences were
found among three groups in regard to evaluation (P = 0.48), inductive reasoning (P < 0.001) and
deductive reasoning (P = 0.01).
Conclusion: It seems that students’ critical thinking skill is not so desirable in Iran and educational
planning should be considered for its development.
© 2012, Strides in Development of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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