ARTICLE INFO

Article Type

Original Research

Authors

Moradi   R. (* )
Ali Aabadi   Kh. (1 )
Khazayi   A. (1 )
Rasouli   B. (1 )






(* ) Youth Researchers Club& Elites, Kermanshah Branch , Islamic Azad University, Kermanshah, Iran
(1 ) Educational Technology Department, Psychology & Educational Sciences Faculty, Allameh Tabatabaei University, Tehran, Iran

Correspondence

Article History

Received:  December  25, 2013
Accepted:  May 11, 2014
ePublished:  July 7, 2014

BRIEF TEXT


… [1-3] Information literacy is a set of abilities that makes people aware when they need information and provides ability of evaluation and application of effective information [4]. … [5] Frequency of information by itself cannot enhance the citizens’ awareness; however, acquiring of information needs capabilities to use it [6]. An informed person is who has learned way of learning and has understood the value of information, being able to find and analysis information when she is in need for information to solve a problem, as well as having critical viewpoint to assess information content [7]. … [8, 9] The results of some researches propose need for a way in education, in which students provide their own needed information through a true information action [10-12]. Critical thinking skills are of factors helping people to achieve information [13]. As a learning tool, critical thinking presents logic and the art of reasoning to the students, providing the needed competencies for a better life and better understanding [14]. Critical thinking is known as active, precise, and stable investigation of any belief with assumed knowledge, formed by a set of supporting reasons and its results [15]. In addition, critical thinking is understood as a thinking concerning the judgment and committed to skepticism [16, 17]. Critical thinking is the art of thinking analysis and assessment to enhance it [18]. The kind of thinking includes analysis, assessment, inference, deductive reasoning, and inductive reasoning as cognitive skills [19]. Critical thinking is a cognitive process, in which one forms decisions through information analysis and assessment of the reasons [20]. In other words, critical thinking is a purposeful and self-regulating judgment process, leading to problem-solving and proper decision making [21, 22]. It is useful and necessary to analyze complex information, assess conditions, and investigate and perform a proper performance [23]. Critical thinking provides the students with sufficient information about their own study fields [24, 25]. … [26] Therefore, critical thinking development is considered as a valuable feedback in education planning [27-29].

There are different researches regarding the correlation between critical thinking and the factors related to information literacy, confirming correlation between them [30-34].

The aim of this study was to assess the correlation between critical thinking and information literacy among medical students.

This is a descriptive-correlational study.

All medical students of Shiraz University of Medical Sciences, who were studying in 2012-13 academic year, were studied.

150 students were participated, using multistage cluster sampling method. (150 questionnaires were completed by the students.) The sample size was determined through Morgan’s table.

Data collected by the California Critical Thinking Questionnaire (Form B) and a researcher-made questionnaire for information literacy. The California Critical Thinking Questionnaire (Form B) is a standardized tool to assess critical thinking skills [22]. The test includes 34 multi-choice questions with one true respond on five domains of cognitive skills of critical thinking including analysis, assessment, inference, deductive reasoning, and inductive reasoning. Its reliability was computed 0.69 using Kuder-Richardson method. To assess validity of the test, formal validity was used alongside experts’ viewpoints. Based on the components and items of information literacy (determined by the Association of College and Research Libraries, USA), the information literacy questionnaire was compiled by the researcher including 35 closed-ended questions of Likert’s five-scale. Its reliability was computed 0.79 through Cronbach’s Alpha. Based on experts’ viewpoints and using formal validity, validity of the questionnaire was obtained. Data were analyzed using SPSS 19 software. Pearson correlation coefficient was used to assess the correlation between the variables of the research.

The mean scores of information literacy and critical thinking of the subjects were 65.45±16.09 and 132.32±5.21, respectively. There was a significant correlation between the components of critical thinking and ‘inference’, ‘analysis’, ‘assessment’, ‘inductive reasoning’, and ‘deductive reasoning’ subcomponents and information literacy (Table 1).

The results of the present study showed a significant correlation between critical thinking skills and information literacy. In addition, there were direct and significant correlation between analysis, inference, assessment, deductive reasoning, and inductive reasoning skills of the students with information literacy. It has been shown that the problem-solving skills lead to creative students [33]. Another study has shown a positive and significant correlation between critical thinking skills and information literacy [31]. There is a positive and significant correlation between critical thinking skills and information literacy alongside high and low analysis and inference skills in persons with high and low information literacies, respectively [34]. In addition, there is a positive and significant correlation between critical thinking skills and factors related to information literacy such as internet skills [32]. … [35, 36]

As an essential prerequisite for research, information literacy course ought to be presented for all educational fields. In addition, considering the importance of information literacy and critical thinking, simultaneous empowering of critical thinking reasoning and information literacy skills ought to be considered by educational planners. Since the results show maximum correlation between assessment and information literacy, learning environments can give priority to enhance the skill in educations designed for information literacy.

Since the sample size was limited to the students of medical sciences only, the results should be generalized to other students with care.

There is a direct correlation between critical thinking skill and its subscales including inference, analysis, assessment, inductive reasoning, and deductive reasoning and information literacy. Therefore, enhancement of information literacy skill in students of medical sciences depends on critical thinking process.

The researcher feels grateful to the students of Shiraz University of Medical Sciences.

Non-declared

Non-declared

Non-declared

TABLES and CHARTS

Show attach file


CITIATION LINKS

[1]Babamohamadi H, Esmailpoor M, Negarandeh R, Dehghan-Nayeri N. Comparison of critical thinking skills in nursing students of Semnan and Tehran Universities of Medical Sciences. J Rafsanjan Univ Med Sci. 2011;10(Suppl 1):67-78. [Persian]
[2]Corrall Sh. Information literacy strategy development in higher education: An exploratory study. Int J Inf Manag. 2008;28(1):26-37.
[3]Association of College & Research Libraries. Information Literacy Competency Standards for Higher Education. Chicago: American Library Association; 2003. Available from: http://www.ala.org/acrl/standards/informationliteracycompetency.
[4]Vaghar Seyyedin A, Vanaki Z, Taghi Sh, Molazem Z. The effect of guided reciprocal peer questioning (GRPQ) on nursing students' critical thinking and metacognition skills. Iran J Med Educ. 2009;8(2)333-40. [Persian]
[5]World Library and Information Congress. Buenos Aires; 70th IFLA General Conference; June 26, 2004.
[6]Jacobs HL. Information literacy and reflective pedagogical praxis. J Acad Lib. 2008;34(3):256-62.
[7]Ashrafirizi H, Ramezani A, Aghajai H, Kazempoor Z. Evaluation of media and information literacy University of Medical Sciences Esfahan. J Sys Inf Serv. 2013;2(2):17-34. [Persian]
[8]Mansourian Y, Madden AD. Methodological approaches in Web search research. Electron Lib. 2007;25(1):90-101.
[9]Sheikhmoonesi F, Barani H, Khademloo M, Sharifian R, Jahani M, Lamsechi H. Critical thinking abilities among students of medicine in Mazandaran University of Medical sciences, 2011; J Mazandaran Uni Med Sci. 2013;23(98):98-103. [Persian]
[10]Larkin JE, Pines HA. Developing information literacy and research skills in introductory psychology: A case study. J Acad Lib. 2005;31(1):40-5.
[11]- Crawford J. The use of electronic information services and information literacy A Glasgow Caledonian University study. J Lib Inf Sci. 2006;38(1):33-44.
[12]Fain M. Assessing information literacy skills development in first year students: A multi-year study. J Acad Lib. 2011;37(2):109-11.
[13]Gelder TV. Teaching critical thinking: Some lesson form cognitive science. Coll Teach. 2005;53(1):41-6.
[14]Sezer R. Integration of critical thinking skills into elementary school teacher education courses in mathematics. Education. 2008;128(3):349-62.
[15]Shafiie Sh, Khalili H, Mesgarni M. Evaluation of critical thinking skills in nursing students of Nursing and Midwifery, Zahedan. Teb va Tazkiye. 2004;34:20-4. [Persian]
[16]Fisher R. Teaching children to learn. Cheltenham: Nelson Thornes; 2005.
[17]Martin L, Thompson DS, Richards L. Online scenarios in FCS college courses: Enhancing critical thinking skills. J Fam Consum Sci. 2008;100(2):25-30.
[18]Bataineh O, Alazzi KhF. Perceptions of Jordanian secondary schools teachers towards critical thinking. Int Educ. 2009,38(2):56-72.
[19]Vee D, Dykstra. Integrating critical thinking and memorandum writing into course curriculum using the internet as a research tool. Coll Stud J. 2008;42(3):920.
[20]Facion NC, Facion PA. The California critical thinking skills test and the national league for nursing accreditation requirement in critical thinking. Millbrae, CA: California Academic Press; 1994.
[21]Tapper J. Student perceptions of how critical thinking is embedded in a degree program. High Educ Res Dev. 2004;23(2):199-222.
[22]Rogal SM, Young J. Exploring critical thinking in critical care nursing education: A pilot study. J Contin Educ Nurs. 2008;39(1):28-33.
[23]Banning M. Measures that can be used to instill critical thinking skills in nurse prescribers. Nurs Educ Pract. 2006;6(2):98-105.
[24]Dugan RE, Hernon P. Outcomes assessment: Not synonymous with inputs and outputs. J Acad Lib. 2002;28(6):376-80.
[25]Abrami CP, Borokhovski E, Wade A, Michael A. Instructional Interventions Affecting Critical thinking skills and dispositions: a stage 1 meta-analysis. Rev Educ Res. 2008;78(4):1102-34.
[26]Dykstra DVE. Integrating critical thinking and memorandum writing into course curriculum using the internet as a research tool. Coll Student J. 2008;42(3):920-28.
[27]Jawarneh M, Iyadat W, Al-Sudafed S, Khasawneh L. Developing critical thinking skills of secondary student in Jordan utilizing Monro and Slater strategy and McFarland strategy. IJAES. 2008;3(1):82-91.
[28]Ku KYL. Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Think skill Creat. 2009;4(1):70-6.
[29]Maudsley G, Strivens J. Promoting professional knowledge, experiential learning and critical thinking for medical students. Med Educ. 2000,34(7):535-44.
[30]Profetto-McGrath J. The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. J Adv Nurs. 2003;43(6):569-77.
[31]Chuang J. The relationship between junior higher school teachers critical thinking skills with information literacy and their integration of information technology into curriculum in Taiwan. Nurs Educ. 2009;42(11):498-508.
[32]Wu CP. Exploring the relationship between self-regulating intentional internet search (IIS) and critical thinking skills [Dissertation]. Syracuse: Syracuse University; 2008.
[33]Thompson SD, Martin L, Richards L, Branson D. Assessing critical thinking and problem solving using a Web-based curriculum for students. Internet High Educ. 2003,6(2):185-91.
[34]Haji Hiedari H, Yazdian A. Assessment and application of the five-level model of critical media literacy: A case study of college students of the Islamic Republic of Iran Broadcasting. Glob Media J. 2011;6(2):30-57. [Persian]
[35]Rastgho A, Sife Naraghi M, Shariatmadari A, Naderi E. The effect of Internet-based information literacy development of students' problem-solving skills. N App Educ Administ. 2010;4(1):1-22. [Persian]
[36]Mirzasafi A, Rajaeepour S, Jamshidian E. The relationship between information literacy and entrepreneurship capabilities among Isfahan University graduate students. Lib Inf Sci. 2001;14(1):241-53. [Persian]