مهارت هاي تفكر انتقادي و گرايش به تفكر انتقادي در دانشجويان ترم اول و آخر مديريت خدمات بهداشتي-درماني

Critical Thinking Skills and Critical Thinking Dispositions in Freshmen and Senior Students of Health Care Management

Introduction: Nowadays, experts introduce critical thinking as the main outcome (~/ higher education 1.1I1d consider teaching "how to think" as the basis [or {earning. This STUdy compares the critical thinki/lg skills and critical thinking dispositions if/freshmen and senior students ofhealth care management. Methods: This descriptive cross-sectioned stu.lv 11ʹ(/.ʹ\ performed on d sample of {YO freshmen and senior students (?jʹhelllth cure munagenrent. The data gathering tools included California critical thinking skills rest, as well as California critical thinking dispositions inventory. Data was analyzed hv SPSS s(?!hrare usillg descriptive statistics. Tnest, and Chiʹ. Results: The mean and standard deviation (~( critical thinking skills total score in freshmen and senior students )Iʹas respectivelv j l,55±2./R and 11.:1±2.59, which ~vas in the norma! limitfor both. There Ilʹas no signifiram dU!c-r(ʹnce between thefreshmen and senior studentsʹ score patterns. Considering critical thinking disposition total score. the mean and standard deviation in freshmen, W(1S 282.37±27.Y3 and in senior students was 289.6",±21.13, There was (J significant differencr between the score pattern ofcritical thinking disposition infreshmen and senior students. The scores ofsenior students were higher thunfreshmen S(ʹOfCS. Conclusion: The total score ofcritica! thinking skills achieved bv students Itʹas in a normal limit. Also, th« total score ql critical thinking dispositions revealed the students positive tendency, But, with regard to the reported scores from other similar schools (~l the world, administrators and teachers should Palʹ more attention to [heir educational planning in de\ʹe1opillg cultivating critical thinking skills.