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:: دوره 9، شماره 1 - ( فروردین-اردیبهشت 1395 ) ::
جلد 9 شماره 1 صفحات 89-79 برگشت به فهرست نسخه ها
رابطه بین مهارتهای تفکر انتقادی با خلاقیت و پیشرفت تحصیلی دانشجویان دانشگاه علوم پزشکی قم
داود محمدی1، زهرا مسلمی2، مهین قمی3
1- گروه روانپزشکی، دانشکده پزشکی، دانشگاه علوم پزشکی قم، ایران
2- گروه علوم تربیتی و روانشناسی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران ، zmoslemi75@yahoo.com
3- گروه علوم‌تربیتی، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه علامه طباطبایی، تهران، ایران
چکیده:   (10595 مشاهده)

مقدمه: تفکر انتقادی توانایی دانشجویان را در مهارت حل مسأله افزایش می­دهد و یکی از برون­دادهای اصلی آموزش عالی و معیارهای اعتباربخشی مؤسسات است. تفکر انتقادی برای رشته­های علوم پزشکی اهمیت ویژه­ای دارد زیرا دانش­آموختگان آن برای بالین بیمار آماده می­شوند. انتقال دانش و مهارت ها از محیط کلاس به کلینیک و کاربرد آنها، به تفکر انتقادی نیازمند است. این پژوهش با هدف بررسی رابطه بین مهارت­های تفکر انتقادی با سلامت روان و پیشرفت تحصیلی دانشجویان دانشگاه علوم پزشکی قم صورت گرفت.

روش­: در این پژوهش توصیفی همبستگی در سال 1394، نمونه­ای شامل 303 نفر از دانشجویان دانشگاه علوم پزشکی قم به روش نمونه­گیری تصادفی طبقه­ای نسبتی بر حسب جنسیت انتخاب شدند. داده­ها از طریق پرسشنامه مهارت­های تفکر انتقادی کالیفرنیا فرم(ب) و خلاقیت عابدی جمع­آوری شد. سپس اطلاعات با استفاده از ضریب همبستگی پیرسون، آزمون  t مستقل و رگرسیون چندگانه به شیوه همزمان مورد تجزیه و تحلیل قرار گرفتند.

یافته: میانگین نمره تفکر انتقادی در بین دانشجویان این دانشگاه(3/15±9/84) و در حد ضعیف بود. نتایج ضریب همبستگی پیرسون نشان داد که بین مهارتهای تفکر انتقادی با خلاقیت رابطه مثبت و معناداری وجود داشت(0/267 =r ؛  000/0 =p). اما بین نمره تفکر انتقادی با پیشرفت تحصیلی(0/081 =r ؛  0/284 =p) و نمره خلاقیت با پیشرفت تحصیلی(0/025 =r ؛  0/741 =p) رابطه معناداری وجود نداشت. نتایج آزمون t مستقل نشان داد که بین میانگین نمره مهارت­های تفکر انتقادی و خلاقیت دانشجویان دختر با پسر تفاوت معناداری وجود نداشت. اما بین پیشرفت تحصیلی دانشجویان دختر با پسر تفاوت معناداری وجود داشت (0/001=p). در نهایت، نتایج حاصل از تحلیل رگرسیون چندگانه نشان داد که تنها مؤلفه خلاقیت پیش‌بینی‌کننده مناسبی برای تفکر انتقادی است.  

نتیجه­گیری: بهبود فرایند مهارت­های تفکر انتقادی به ارتقای سطح خلاقیت دانشجویان منجر می­گردد. به ویژه این که مهارت­های تفکر انتقادی در دانشجویان رشته­ های مرتبط با مشاغل پزشکی و بهداشتی، ضرورتی مضاعف دارد.

واژه‌های کلیدی: مهارتهای تفکر انتقادی، خلاقیت، پیشرفت تحصیلی.
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نوع مطالعه : پژوهشی اصيل | موضوع مقاله: سلامت
دریافت: 1394/12/14 | پذیرش: 1395/2/20 | انتشار: 1395/3/18
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Mohammadi D, Moslemi Z, Ghomi M. The relationship between critical thinking skills with creativity and academic achievement in students Qom University of Medical Sciences. Educ Strategy Med Sci. 2016; 9 (1) :79-89
URL: http://edcbmj.ir/article-1-959-fa.html

محمدی داود، مسلمی زهرا، قمی مهین. رابطه بین مهارتهای تفکر انتقادی با خلاقیت و پیشرفت تحصیلی دانشجویان دانشگاه علوم پزشکی قم . دوماهنامه علمی- پژوهشی راهبردهای آموزش در علوم پزشکی. 1395; 9 (1) :89-79

URL: http://edcbmj.ir/article-1-959-fa.html



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دوره 9، شماره 1 - ( فروردین-اردیبهشت 1395 ) برگشت به فهرست نسخه ها
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
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