Introduction: The widespread developments of the twentyfirst
century have been accompanied by the presentation of
intellectual patterns and theories and new achievements. These
new achievements emphasize the skill of thinking at high levels,
especially in the educational system of universities. This skill
is essential for medical students; therefore, the present study
aimed to investigate the qualitative barriers of critical thinking in
medical students’ curriculum.
Methods: This is a qualitative study in which the content analysis
method has been used. Participants of this study included 11
medical education experts and medical students (6 females and 5
males) who were selected through a semi-structured interview and
purposeful sampling. The data analysis method was conventional
content analysis. In the next part, by more investigation of the
data, various obtained concepts will be presented in the form of
themes, categories, and subcategories.
Results: We obtained two themes (socio-cultural conditions and
traditional and unchanging system of education), eight categories
and 14 subcategories.Also, these categories were resistance to
critical society, intellectual tension, personality characteristics,
lack of understanding of society’s need for criticism, the rule
of traditional teaching pattern, lack of critical thinking skills,
ineffective evaluation, and difficulty of critical thinking training.
Conclusion: Given the results and the main emphasis of
curriculum planners on incorporating high-level critical thinking
and revision skills into the curriculum, the country’s academic
education system requires a change in the thinking style,
research, deepening critical thinking, and a change in teachers’
attitudes toward curriculum designing (goals, content, teaching
and evaluation methods); also, it is suggested that the authorities
should pay attention to the need to develop and utilize critical
thinking skills in the learners’ education.