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Aims: Development of critical thinking is one of the authenticating criteria to medical education organizations. This study was done to investigate the crucial role of Professor teaching quality in Health student’s critical thinking disposition.
Methods: In a Correlated design, 109 (52 females, 57 males) health students of Mashhad University of Medical Sciences were selected using convenient sampling in 2013-14. Student Evaluation of Educational Quality (SEEQ) and California Critical thinking Disposition Inventory (CCTDI) were used to collect data. Data were analyzed using SPSS 17 and both descriptive (mean and standard deviation) and inferential statistics (T-test, Pearson correlation and stepwise multiple regression).
Findings: There were no significant correlations between dimensions of analyticity and organization power with any dimensions of teaching quality evaluation. There were significant correlations between other dimension of trend to critical thinking and teaching quality evaluation. Teaching quality evaluation dimensions could explain variances of truth-seeking (32%), open-mindedness (11%), analyticity (14%), organization power of the information (15%), self-confidence for critical thinking (24%), inquisitiveness (17%), maturity (23%) and trend to critical thinking (17%).
Conclusion: Quality of teaching is effective on the trend of health students to critical thinking.