Relationship Between Learning Approaches and Critical Thinking Disposition Among Medical Students

Background: Effective learning and strong critical thinking are vital for health sciences students navigating an evolving field. This underscores the importance of understanding how their learning approaches relate to their critical thinking tendencies in health sciences education. However, variations in these skills among students and the challenges in applying knowledge in professional settings highlight the need for focused investigation within specific educational contexts. Objectives: This study evaluated the learning approaches and critical thinking dispositions of medical students at Sirjan University of Medical Sciences to inform educational enhancement. Methods: This descriptive-analytical study examined critical thinking dispositions and learning approaches among ۳۱۰ students. Data were collected via questionnaires. Independent samples t-tests and Pearson correlations were used for data analysis. Results: The mean score for critical thinking disposition indicated a moderate tendency toward critical thinking. Creativity was related to gender (p < ۰.۰۰۱), as was the strategic learning approach (p < ۰.۰۰۱). Deep and strategic learning approaches showed significant positive correlations with critical thinking disposition (p < ۰.۰۰۱). The surface approach showed a weak negative correlation with critical thinking disposition (p < ۰.۰۰۱). Conclusion: Transforming teaching and evaluation approaches may enhance the effectiveness of the deep learning approach. Active and innovative teaching strategies can increase students' motivation and critical thinking skills.

Keywords:

Learning approaches , Critical Thinking Disposition , Deep Approach , Surface Approach , Strategic Approach