بررسی توانایی تفکر انتقادی دانشجویان دندان‌پزشکی دانشکده دندان‌پزشکی دانشگاه علوم پزشکی تبریز
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دانشگاه علوم پزشکی تبریز، دانشکده پزشکی ، گروه آموزش پزشکی
Abstract
زمینه و هدف: با توجه به اهمیت تفکر انتقادی در فرایند ذهنی، تشخیص ، تجزیه و تحلیل و مهارت‌ها ، دانشجویان دندان‌پزشکی نیاز به مهارت‌های تفکر انتقادی دارند تا بتوانند در شرایط مختلف تصمیمات آگاهانه بگیرند و عملکرد مناسبی داشته باشند. بنابراین لازم است وضعیت تفکر انتقادی این دانشجویان بررسی شود تا بتوان از راه‌کارهایی برای بهبود این تفکر استفاده کرد. هدف از این مطالعه بررسی توانایی تفکر انتقادی در دانشجویان دانشکده دندان‌پزشکی تبریز و تعیین ارتباط آن با وضعیت/ پیشرفت تحصیلی بود.
مواد و روش اجرا: در این پژوهش مقطعی 222 نفر از دانشجویان مقطع کلینیک دانشکده دندان‌پزشکی تبریز که در نیم‌سال دوم سال‌تحصیلی 1402-1403 مشغول به تحصیل بودند بـه صورت تصادفی ساده از بین لیست کامل دانشجویان (734 نفر) که از اداره آموزش دانشکده گرفته شده بود، انتخاب شدند. از دانشجویان خواسته شد به سوالات پرسـشنامه تفکـر انتقـادی کالیفرنیا جواب بدهند. برای تعیین رابطه بین توانایی تفکر انتقادی با وضعیت پیشرفت تحصیلی در دانشجویان دندان‌پزشکی دانشکده دندان‌پزشکی تبریز، معدل کل دانشجویان اخذ شد و ارتباط بین این دو بررسی شد.
یافته‌ها: بیشترین میانگین تفکر انتقادی مربوط به دانشجویان سال چهارم با میانگین 56/67 بود و با توجه به مقادیر F=0.063 و P=0.939 میانگین تفکر انتقادی در بین سال‌های تحصیلی مختلف تفاوت معناداری نداشت. یک ارتباط خطی معنادار بین پیشرفت تحصیلی و تفکر انتقادی مشاهده شد که این ارتباط دارای شدت متوسط و در جهت مستقیم بود (,P=0.001 R=0.303).
نتیجه گیری: تفکر انتقادی یک مهارت ضروری برای دانشجویان دندان‌پزشکی است که می‌تواند به بهبود عملکرد تحصیلی آنان کمک کند. با توجه به یافته‌ها، پیشنهاد می‌شود که مراکز آموزشی با تمرکز بر آموزش تفکر انتقادی و اصلاح روش‌های تدریس، به پرورش مهارت‌های شناختی دانشجویان بپردازند. این اقدام نه تنها به ارتقاء کیفیت تحصیل کمک می‌کند، بلکه دانشجویان را برای مواجهه با چالش‌های حرفه‌ای آینده آماده می‌سازد.
Background and aim: Considering the importance of critical thinking in the mental process, diagnosis, analysis and skills, dental students need critical thinking skills to be able to make informed decisions and perform well in different situations. Therefore, it is necessary to examine the state of critical thinking of these students so that strategies can be used to improve this thinking. The purpose of this study was to investigate the ability of critical thinking in the students of Tabriz Faculty of Dentistry and determine its relationship with academic status/achievement. Materials and methods: In this cross-sectional study, 222 students of Tabriz Faculty of Dentistry who were studying in the second half of the academic year 1402-1403 were randomly selected. The students were asked to answer the questions of the California Critical Thinking Questionnaire. In order to determine the relationship between critical thinking ability and educational status/achievement in dental students of Tabriz Dental School, the GPA of all students was obtained and the relationship between the two was investigated. Findings: The highest average of critical thinking was for fourth year students with an average of 67.56 and according to the values of F=0.063 and P=0.939, the average of critical thinking was not significantly different among different academic years. A significant linear relationship between academic achievement and critical thinking was observed, which was of medium intensity and in the direct direction. Conclusion: Critical thinking is an essential skill for dental students that can help improve their academic performance. According to the findings, it is suggested that educational centers develop students' cognitive skills by focusing on teaching critical thinking and improving teaching methods. This action not only helps to improve the quality of education, but also prepares students to face future professional challenges.
Background and aim: Considering the importance of critical thinking in the mental process, diagnosis, analysis and skills, dental students need critical thinking skills to be able to make informed decisions and perform well in different situations. Therefore, it is necessary to examine the state of critical thinking of these students so that strategies can be used to improve this thinking. The purpose of this study was to investigate the ability of critical thinking in the students of Tabriz Faculty of Dentistry and determine its relationship with academic status/achievement. Materials and methods: In this cross-sectional study, 222 students of Tabriz Faculty of Dentistry who were studying in the second half of the academic year 1402-1403 were randomly selected. The students were asked to answer the questions of the California Critical Thinking Questionnaire. In order to determine the relationship between critical thinking ability and educational status/achievement in dental students of Tabriz Dental School, the GPA of all students was obtained and the relationship between the two was investigated. Findings: The highest average of critical thinking was for fourth year students with an average of 67.56 and according to the values of F=0.063 and P=0.939, the average of critical thinking was not significantly different among different academic years. A significant linear relationship between academic achievement and critical thinking was observed, which was of medium intensity and in the direct direction. Conclusion: Critical thinking is an essential skill for dental students that can help improve their academic performance. According to the findings, it is suggested that educational centers develop students' cognitive skills by focusing on teaching critical thinking and improving teaching methods. This action not only helps to improve the quality of education, but also prepares students to face future professional challenges.