Journal of Advances in Medical Education & Professionalism

The role of critical thinking skills and learning styles of university students in their academic performance

ZOHRE GHAZIVAKILI; ROOHANGIZ NOROUZI NIA; FARIDE PANAHI; MEHRDAD KARIMI; HAYEDE GHOLSORKHI; ZARRIN AHMADI

Volume 2, Issue 3 , July 2014, Pages 95-102

Abstract

Introduction: The current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical ... Read More Introduction: The current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Sciences.Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified method. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent T-test, one way ANOVA and Pearson Correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05.Results: Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students’ performance with inferential skill and the total score of critical thinking skills (p<0.05). Furthermore, evaluation skills and deductive reasoning had significant relationship. On the other hand, the mean total score of critical thinking had significant difference between different learning styles.Conclusion: The results of this study showed that the learning styles, criticalthinking and academic performance are significantly associated with oneanother. Considering the growing importance of critical thinking in enhancing the professional competence of individuals, it's recommended to use teaching methods consistent with the learning style because it would be more effective in this context.Keywords: Learning, Performance, Student

Grasha-richmann college students’ learning styles of classroom participation: Role of gender and major

ALI REZA BANESHI; MAHNAZ DEHGHAN TEZERJANI; HASAN MOKHTARPOUR

Volume 2, Issue 3 , July 2014, Pages 103-107

Abstract

Introduction: This study aimed to investigate the male and female students’ learning styles of classroom participation and these styles’ differences between Humanities and Science ... Read More

Comparison of differences in performance evaluation of faculty by students with faculty’s self-assessment

KOUROSH AZIZI; TEAMUR AGHAMOLAEI; NADER PARSA; TAHEREH DABBAGHMANESH

Volume 2, Issue 3 , July 2014, Pages 108-113

Abstract

Introduction:The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students’ ... Read More

The students’ viewpoint on the quality gap in educational services

MARZIYEH RAHIM KHANLI; HADI DANESHMANDI; ALIREZA CHOOBINEH

Volume 2, Issue 3 , July 2014, Pages 114-119

Abstract

Introduction: Students and university community are social and humanresources of the country. The students’ viewpoints about the quality ofeducational services can be considered as ... Read More Introduction: Students and university community are social and humanresources of the country. The students’ viewpoints about the quality ofeducational services can be considered as a basis for planning quality promotion and improving organizational performance. This study was conducted to determine the quality gap in educational services d by the students of Health and Nutrition School of Shiraz University of Medical Sciences.Methods: In this cross-sectional study, 140 students participated voluntarily(age range=19 to 40 years). The service quality (SERVQUAL) questionnairewas used for data collection. This questionnaire measured the quality gapin 5 dimensions of educational service including assurance, responsiveness,empathy, reliability, and tangibility. The students’ perception about the current conditions and their expectations as to optimal conditions can be determined, using this questionnaire. The score of the gap in quality of educational services is calculated from difference between perception and expectation scores. Due to non-normality of data, non-parametric tests were used. To this end, data were analyzed using statistical tests including Wilcoxon, Friedman, Kruskal-Wallis and Mann-Whiteny tests in SPSS 14.Results: The results showed that there was quality gap in all 5 dimensionsof educational services. The largest and the smallest gaps were observed in"responsiveness" with a mean±SD of -0.94±0.74 and in "reliability" with amean±SD of -0.76±0.69, respectively. There was a significant difference inquality gap between the 5 dimensions (p<0.001).Discussion: According to the results, the students’ expectations were higherthan their perceptions of current conditions; also, in all aspects of theservices their expectations were not met. It is recommended that workshopson customer services, communication skills and personnel’s technical skillsdevelopment should be planned and held. Also, allocating more resources for improving educational facilities and physical environment is recommended.Keywords: Quality, Gap, Education, Questionnaire, Student

The evaluation of a composed program of continuing medical education for general practitioners

MARZIYEH MOATTARI; DAVOOD YADGARI; SEYED JALIL HOSEINI

Volume 2, Issue 3 , July 2014, Pages 120-125

Abstract

Introduction: The execution of composed educational programs for generalpractitioners is one of the most common methods of continuing medicaleducation. This research project aims to ... Read More

Team-based assessment of professional behavior in medical students

HOJAT RAEE; MITRA AMINI; AMENEH MOMEN NASAB; ABDOLRASOUL MALEK POUR; MOHAMMAD MORAD JAFARI

Volume 2, Issue 3 , July 2014, Pages 126-130

Abstract

Introducrion: Self and peer assessment provides important information about the individual’s performance and behavior in all aspects of their professional environment work. The aim ... Read More

Relationship between organizational structure and creativity in teaching hospitals

RITA REZAEE; SAADAT MARHAMATI; PARISA NABEIEI; RAHELEH MARHAMATI

Volume 2, Issue 3 , July 2014, Pages 131-134

Abstract

Introduction: Organization structure and manpower constitute two basiccomponents of anorganization and both are necessary for stablishing anorganization. The aim of this survey was ... Read More

Short Communication

Case based teaching at the bed side versus in classroom for undergraduates and residents of pediatrics

MAHDI SHAHRIARI

Volume 2, Issue 3 , July 2014, Pages 135-136

Abstract

Introduction: Bedsideteaching is defined as teaching in the presence of apatient, it is a vital component of medical education. The aim of this study was to evaluate the effectiveness ... Read More

Letter to Editor

Awareness and use of evidence based medicine (EBM) in medical trainees

MAHDIEH MOMAYYEZI; HOSSEIN FALLAHZADEH; MOHAMMAD MOMAYYEZI

Volume 2, Issue 3 , July 2014, Pages 137-137

Abstract

The concept of evidence based medicine (EBM)involves a systematic approach for integrationof best available research evidence into medicaldecision making for physicians, medical traineesand ... Read More The concept of evidence based medicine (EBM)involves a systematic approach for integrationof best available research evidence into medicaldecision making for physicians, medical traineesand researchers. The EBM process includes fiveessential steps: formulating the questions, searchingfor evidence, appraising the evidence, and applyingand evaluating the results (1). In a descriptive study,the data about EBM skills obtained from the medicaltrainees showed that printed textbooks served asthe first source of information in 80% of cases andfollowed by E-books as the second source. Thehard copy journals in libraries had the lowest use.Easy access to information was selected as the mainreason for using printed resources. Also, fast accessto information was the most important reason forusing electronic resources. In a study conducted byRohani, it was found that physicians used printedsources more than e-books (2). This was due totheir easy access to the printed reference books.Considering the fact that it takes a lot of time fornew medical information to log in into the referencebooks, effective treatment of a disease may be enteredin printed sources after its efficiency is confirmed.45.2% of the participants were familiar withINLM. 32.1% of the students had attended thetraining course on INLM. 85.7% of the participantswere familiar with the PubMed, 28.6% with theElsevier and 16.7% with Science direct. 31% of theparticipants were familiar with the concept of EBM,but 7.1% were aware of the resources of EBM, and12.2% had attended the special courses on EBM. Theresults of the recent data taken from internet showedthat 53.8% of participants sometimes used it indiagnosis and treatment process and 28.2% of themused it after being developed into textbooks. Also,this information was sometimes useful for 75.8% ofparticipants.Half of the students were familiar with the conceptof EBM, but a few had attended the introductorycourse on EBM. Hanson in his study maintained thatonly 1.9% of physicians used specific methods to findvalid evidence of medicine (3). Taheri showed thatmedical students were satisfied with the workshopon EBM and stated that familiarity with EBM wasessential for proper functioning (4). Therefore, itseems necessary to organize the training workshopson the concepts of EBM as a part of formal trainingfor medical trainees to change the students' attitudes.

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Volume & Issue: Volume 2, Issue 3, July 2014 (12)

The role of critical thinking skills and learning styles of university students in their academic performance

Abstract

Grasha-richmann college students’ learning styles of classroom participation: Role of gender and major

Abstract

Comparison of differences in performance evaluation of faculty by students with faculty’s self-assessment

Abstract

The students’ viewpoint on the quality gap in educational services

Abstract

The evaluation of a composed program of continuing medical education for general practitioners

Abstract

Team-based assessment of professional behavior in medical students

Abstract

Relationship between organizational structure and creativity in teaching hospitals

Abstract

Case based teaching at the bed side versus in classroom for undergraduates and residents of pediatrics

Abstract

Awareness and use of evidence based medicine (EBM) in medical trainees

Abstract