Critical Thinking Disposition in the First- and Last-Year Medical Students and its Association with Achievement Goal Orientation

Abstract

Background: Since medical students play an important role in public health system as well as the treatment of patients, the need for critical thinking in them is extensively felt. The current study aimed at evaluating the level of critical thinking disposition (CTD) in the first-and last-year medical students and its association with goal orientation in Ahvaz Jundishapur University of Medical Sciences in 2016. Methods: The current cross sectional study used critical thinking disposition inventory (CTDI) developed by Rudd and Ricketts, and achievement goal questionnaire-revised (AGQ-R) developed by McGregor and Elliot to collect data. The questionnaires were distributed among 255 students of which 204 (80%) students completed them. Data were analyzed using t-test and Pearson correlation coefficient. Results: Of the 204 studied subjects, 104 were the first-year and 100 the last-year medical students. The mean age of the first and last year of medical students was 18.930.86 and 24.601.31 years, respectively. Moreover, 47 first-year and 66 last-year subjects were female. The mean score of CTD for the first-and last-year students were 69.82 ± 10.60 and 71.48 ± 11.86, respectively, lower than the average range. Based on the t-test results, there was no significant difference between this group students (P = 0.310). The mean score of CTD and AGQ for all the study participants was 70.75 ± 11.12 and 28.22 ± 7.76, respectively; a significant correlation was observed between critical thinking disposition and achievement goal orientation (P = 0.001, r = 0.294). Conclusions: The results of the current study indicated that the CTD score was lower than average range in the first-and last-year students; besides, lack of difference between first and last year students emphasized that educational processes should be propelled toward employment of approaches to promote and strengthen critical thinking disposition.

The trend of critical thinking disposition in medical students and its relationship with their academic performance

“…The results of the current study were in line with the findings of the studies by Barkhordary, Shakurnia and Baniasad, Athari, and Kaya et al which did not report any significant difference among critical thinking disposition and years of education. [ 10 13 14 15 ] However, our results are not in line with those of Taheri et al [ 12 ] and Mslm[ 27 ] which reported an ascending trend between critical thinking disposition and years of education and those of Fathiazar et al [ 16 ] and Huang et al [ 28 ] which reported a descending trend. These discrepancies can be the result of factors such as training environment, training method, methods of assessment, and various cultural factors.…”

“…Some studies have reported an increasing trend in the level of students “critical thinking and some other studies have reported a lack of difference in the level of students” critical thinking in different years and a descending trend. [ 12 13 14 15 ]…”

“…[ 12 ] Barkhordary, Shakurnia and Baniasad, and Kaya et al in their studies on students of nursing and medicine found no significant statistical difference among critical thinking disposition based on the year of study. [ 13 14 15 ] Results of the study by Fathiazar et al and Lei et al indicate that the trend of mean critical thinking disposition in students is descending. [ 16 17 ] Numerous factors for the difference or lack of difference in critical thinking among students during study years in university are reported which necessitates performing further studies in this regard to clarify its reasons.…”

Medical students’ reflective capacity and its role in their critical thinking disposition

“…Moreover, in a study conducted on medical students of Gonabad/Iran, the mean score of critical thinking disposition (143.57 ± 23.59) [ 37 ] was higher than in the current study; unlike the present study, the highest mean was related to commitment and the lowest mean pertained to innovation [ 37 ]. The mean score of critical thinking disposition in medical students of Jundishapour/Iran was 70.75 ± 11.12, and the highest and lowest means, respectively, were related to the dimension of mental engagement and innovation [ 38 ]; this is inconsistent with the results of the present study. This disparity can be attributed to differences in research communities, education, and culture.…”

Critical Thinking Disposition in the Pharmacy Faculty Members of Ahvaz Jundishapur University of Medical Sciences, Iran

“…Medical sciences students must strengthen their critical thinking skills and disposition more than the students of other sciences (28). Unfortunately, studies have indicated that in most of the universities in Iran, the CTD level of students is rather low and undesirable (23,29,30). Therefore, special attention must be paid to the attitudes of professors toward critical thinking skills and their teaching methods of choice, as well as educational programs.…”