@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(2):69-73
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(2):69-73
Effect of Teaching Critical Thinking on Social Skills Growth of Medical Sciences Students
ARTICLE INFO
Article Type
Original ResearchAuthors
Jenaabadi H. (1)Azizi Nejad B. (*)
Mehdizade A. (2)
(*) Educational Sciences Department, Human Sciences Faculty, Tehran Branch, Payame Noor University, Tehran, Iran
(1) Educational Sciences Department, Education and Psychology Faculty, Sistan and Balochestan University, Zahedan, Iran
(2) Educational Sciences Department, Human Sciences Faculty, Urmia Branch, Islamic Azad University, Urmia, Iran
Correspondence
Address: No. 16, Second Alley, Badi’ei Street, Qavion Bridge, Urmia, IranPhone: +984433482621
Fax: +982188957948
bahareh19@gmail.com
Article History
Received: November 11, 2014Accepted: December 26, 2014
ePublished: June 6, 2015
BRIEF TEXT
… [1-7] Teaching social skills leads to more unity through emotional and social evolutions and better psychological health [8, 9]. … [10-12] There is a significant and positive correlation between critical thinking and all its sub-sets including creativity, growth, and commitment and social self-esteem [13]. Iranian learners’ capability in the high levels of learning, especially in the functional and process skills, is very low compared to other learners [10].
Critical Thinking training course is effective on psychological health and educational progress in the students [14]. The development of the critical thinking skills positively affects the validity of nursing diagnosis leading to less nursing errors [15-18]. … [19, 20]
The aim of this study was to investigate the effects of teaching critical thinking on enhancement of the social skills in the medical students.
This is a quasi-experimental study with pretest and posttest.
The medical students of Urmia University of Medical Sciences were studied in 2013.
200 students (for control and experiment groups each containing 100 students) were selected, using Cluster Random Sampling method. The sample size was determined, based on Morgan’s Table.
Data was measured, using Matson Questionnaire for Social Skills [21]. Its grading is through 5-score Likert’s Scale from 1 (never) to 5 (always). Five components have been considered, which are proper social skills, improper social skills, aggressive and impulsive behaviors, hegemony, and relationships with peers [4]. Factor analysis via main components was done to determine the validity of test structure. The questionnaires were distributed among 30 persons, to compute the reliability, and Cronbach’s Alpha was computed 0.89. Before the test, the students’ social skills were evaluated by the standardized questionnaire. Then, the students of experiment group received necessary trainings about critical thinking. After the trainings, enhancement in the social skills was assessed through posttest. Data was analyzed, using SPSS software. Normality was confirmed by Kolmogorov-Smirnov test. One-way Covariance Analysis test was used to investigate the effects of teaching critical thinking on the students’ social skills and their components. … [22-25]
Teaching critical thinking significantly affected the students’ social skills and their components including proper social skills, improper social skills, aggressive and impulsive behavior, hegemony, and relationships with peers (Table 1). The effect intensities for the students’ social skills in general, proper social skills, improper social skills, aggressive and impulsive behavior, hegemony, and relationships with peers were 21.2%, 14.2%, 13.8%, 18.1%, 1.1%, and 21.3%, respectively.
The social skills were significantly effective (especially, on the relationships with peers) and increase in the students. The hypothesis of the present study assuming the capability of teaching critical thinking like other skills was completely confirmed. The results are consistent with other studies [12, 20, 21, 26-35].
Training courses about critical thinking should be conducted by the university managers.
Lack of enough articles about the subject and the refusal of some participants to fill the questionnaires were of the limitations for the study.
Teaching critical thinking is effective on the enhancement of the social skills of the medical students.
All the participants are appreciated.
Non-declared
Non-declared
Non-declared
TABLES and CHARTS
Show attach fileCITIATION LINKS
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[7]Gottfredson GD. Peer group interventions to reduce the risk of delinquent behavior: A selective review and a new evaluation. Criminology.1987;25(3):671-714.
[8]Hennessey BA. Promoting social competence in school-aged Children: The effects of the open circle program. J Sch Psychol. 2007;45(3):349-60.
[9]Ferretti RP, Cavalier AR, Murphy MJ, Murphy R. The self-management of skills by persons with mental retardation. Res Dev Disabil. 1993;14(3):189-205.
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[16]Weare K. Mental health and social and emotional learning: Evidence, principles, tensions, balances. Adv Sch Ment Health Promot. 2010;3(1):5-17.
[17]Zins J, Elias M. Social and emotional learning: Promoting the development of all students. J Educ Psychol Consult. 2006;17(2-3):233-55.
[18]Zion E, Jenvey V. Temperament and social behavior at home and school among typically developing children and children with an intellectual disability. J Intellect Disabil. 2006;50(6):445-56.
[19]Van Hasselt VB. Training blind adolescents in social skills. J Visual Impair Blind. 1983;77(5):199-203.
[20]Payton J, Wardlaw D, Graczyk P, Bloodworth M, Tompsett C, Weissberg R. Social and emotional learning: A framework for promoting mental health and youth. J Sch Health. 2000;70(5):179-85.
[21]Matson JL, Mayville SB, Laud RB. A system of assessment for adaptive behavior, social skills, behavioral function, medication side-effects, and psychiatric disorders. Res Dev Disabil. 2003;24:75-81.
[22]Seçer Z, Çeliköz N, Koçyiğit S, Seçer F, Kayılı G. Social skills and problem behavior of children with different cognitive styles who attend preschool education. Proc Soc Behav Sci. 2009;1(1):1554-60.
[23]Yousefi F, Khayer M. A study on the reliability and the validity of the Matson evaluation of social skills with youngsters (MESSY) and sex differences in social skills of high school students in Shiraz. Iran. J Soc Sci Hum Shiraz. 2002;18(2):159-70.
[24]Ladd GW. Peer relationships and social competence during early and middle childhood. Annu Rev Psychol. 1999;50:333-59.
[25]Van der Oord S, Van der Meulen EM, Prins PJ, Oosterlaan J, Buitelaar JK, Emmelkamp PM. A psychometric Evaluation of the social skill rating system in children with attention deficit hyperactivity disorder. Behav Res Ther. 2005;43(6):733-46.
[26]Ching GB, Wahab R, Leng WM, Aun JTL, Yeoh E, Hock O, et al. KDU e-Community Network. Internet High Educ. 2001;4(1):317-28.
[27]Merrill K, Streeter A, Boelter E, Caldarella P, Gentry A. Validity of the home and community social behavior scales: Comparisons with five behavior-rating scales. Psychol Sch. 2001;38(4):313-25.
[28]Broadbear JT, Guang J, Bierma TJ. Critical thinking dispositions among undergraduate students during their introductory health education course. Health Educ. 2005;37(1):1-8.
[29]Merrell K. Using behavior rating scales to assess social skills and antisocial behavior in school settings. Sch Psychol Rev. 1993;22(1):115-33.
[30]Malecki C, Elliot S. Children’s social behaviors as predictors of academic achievement: A longitudinal analysis. Sch Psychol Q. 2002;17(1):1-23.
[31]Hemmeter M, Ostrosky M, Fox L. Social and emotional foundations for early learning: A conceptual model for intervention. Sch Psychol Rev. 2006;35(4):583-601.
[32]Hosseininasab S, Soltani A. The effects of cooperative learning on development of social skills among students. Q J New Thought Educ. 2011;3(7):1-1. [Persian]
[33]Mashhadi A, Hashemi M, Hashemi H. Theory of mind development and its relationship with social skillsin childrenandteenagers with visual impairments. J Dev Psychol Iran Psychol. 2011; 7(27):219-30. [Persian]
[34]Durlak J, Weissberg R, Dymnicki A, Taylor R, Schellinger L. The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Dev. 2011;82(1):405-32.
[35]Cummings K, Kaminski R, Merrell K. Advances in the assessment of social competence: Findings from a preliminary investigation of a general outcome measure for social behavior. Psychol Sch. 2008;45(10):930-46.
[2]Gul R, Cassuma SH, Ahmada A, Khana SH, Saeeda T, Parpio Y. Enhancement of critical thinking in curriculum design and delivery: A randomized controlled trial for educators. Proc Soc Behav Sci. 2010;2(2):3219-25.
[3]Hassani L. The study ofeducation thinking criticalimpact upon control and source and dissonance reduction (Excitation) of cognitiveinmale studentin the second yearhigh school Baneh [Dissertation]. Tehran: Tehran University; 2011. [Persian]
[4]Jonassen D, Bosung K. Arguing to learn and learning to argue: Design justification and guidelines. Educ Tech Res Dev. 2010,58(4):439-57.
[5]Pithers RT, Soden R. Critical thinking in education: A review. Educ Res. 2000,42(3):237-49.
[6]Fraser MW, Galinsky MJ, Smokowski PR, Day SH, Terzian MA, Rose RA, et al. Social information-processing skills Training to promote social competence and prevent aggressive Behavior in the third grade. J Consult Clin Psychol. 2005;73(6):1045-55.
[7]Gottfredson GD. Peer group interventions to reduce the risk of delinquent behavior: A selective review and a new evaluation. Criminology.1987;25(3):671-714.
[8]Hennessey BA. Promoting social competence in school-aged Children: The effects of the open circle program. J Sch Psychol. 2007;45(3):349-60.
[9]Ferretti RP, Cavalier AR, Murphy MJ, Murphy R. The self-management of skills by persons with mental retardation. Res Dev Disabil. 1993;14(3):189-205.
[10]Cotter EM, Tally C. Do critical thinking exercises improve critical thinking skills?. Educ Res Q. 2009,33(2):3-14.
[11]Goddard RD, Goddard YL. A multi-level analysis of the relationship between teacher and collective efficacy in urban schools. Teach Teacher Educ. 2001;17:807-18.
[12]Athari ZS, Sharif M, Nemat Bakhsh M, Baba Mohammadi H. The assess of critical thinking skills and their relationship with the university entrance exam rank in University of Medical Sciences of Isfahan. Iran J Educ Med Sci. 2009;9(1):5-12. [Persian]
[13]Mandernach BJ. Thinking critically about critical thinking: Integrating online tools to promote critical thinking. Crit Think. 2006;1:41-50.
[14]Zhang LF. Contributions of thinking styles to critical thinking dispositions. J Psychol. 2003;137(6):517-43.
[15]Ten Dam G, Volman M. Educating for adulthood or for citizenship: Social competence as an educational goal. Eur J Educ. 2007;42(2):281-98.
[16]Weare K. Mental health and social and emotional learning: Evidence, principles, tensions, balances. Adv Sch Ment Health Promot. 2010;3(1):5-17.
[17]Zins J, Elias M. Social and emotional learning: Promoting the development of all students. J Educ Psychol Consult. 2006;17(2-3):233-55.
[18]Zion E, Jenvey V. Temperament and social behavior at home and school among typically developing children and children with an intellectual disability. J Intellect Disabil. 2006;50(6):445-56.
[19]Van Hasselt VB. Training blind adolescents in social skills. J Visual Impair Blind. 1983;77(5):199-203.
[20]Payton J, Wardlaw D, Graczyk P, Bloodworth M, Tompsett C, Weissberg R. Social and emotional learning: A framework for promoting mental health and youth. J Sch Health. 2000;70(5):179-85.
[21]Matson JL, Mayville SB, Laud RB. A system of assessment for adaptive behavior, social skills, behavioral function, medication side-effects, and psychiatric disorders. Res Dev Disabil. 2003;24:75-81.
[22]Seçer Z, Çeliköz N, Koçyiğit S, Seçer F, Kayılı G. Social skills and problem behavior of children with different cognitive styles who attend preschool education. Proc Soc Behav Sci. 2009;1(1):1554-60.
[23]Yousefi F, Khayer M. A study on the reliability and the validity of the Matson evaluation of social skills with youngsters (MESSY) and sex differences in social skills of high school students in Shiraz. Iran. J Soc Sci Hum Shiraz. 2002;18(2):159-70.
[24]Ladd GW. Peer relationships and social competence during early and middle childhood. Annu Rev Psychol. 1999;50:333-59.
[25]Van der Oord S, Van der Meulen EM, Prins PJ, Oosterlaan J, Buitelaar JK, Emmelkamp PM. A psychometric Evaluation of the social skill rating system in children with attention deficit hyperactivity disorder. Behav Res Ther. 2005;43(6):733-46.
[26]Ching GB, Wahab R, Leng WM, Aun JTL, Yeoh E, Hock O, et al. KDU e-Community Network. Internet High Educ. 2001;4(1):317-28.
[27]Merrill K, Streeter A, Boelter E, Caldarella P, Gentry A. Validity of the home and community social behavior scales: Comparisons with five behavior-rating scales. Psychol Sch. 2001;38(4):313-25.
[28]Broadbear JT, Guang J, Bierma TJ. Critical thinking dispositions among undergraduate students during their introductory health education course. Health Educ. 2005;37(1):1-8.
[29]Merrell K. Using behavior rating scales to assess social skills and antisocial behavior in school settings. Sch Psychol Rev. 1993;22(1):115-33.
[30]Malecki C, Elliot S. Children’s social behaviors as predictors of academic achievement: A longitudinal analysis. Sch Psychol Q. 2002;17(1):1-23.
[31]Hemmeter M, Ostrosky M, Fox L. Social and emotional foundations for early learning: A conceptual model for intervention. Sch Psychol Rev. 2006;35(4):583-601.
[32]Hosseininasab S, Soltani A. The effects of cooperative learning on development of social skills among students. Q J New Thought Educ. 2011;3(7):1-1. [Persian]
[33]Mashhadi A, Hashemi M, Hashemi H. Theory of mind development and its relationship with social skillsin childrenandteenagers with visual impairments. J Dev Psychol Iran Psychol. 2011; 7(27):219-30. [Persian]
[34]Durlak J, Weissberg R, Dymnicki A, Taylor R, Schellinger L. The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Dev. 2011;82(1):405-32.
[35]Cummings K, Kaminski R, Merrell K. Advances in the assessment of social competence: Findings from a preliminary investigation of a general outcome measure for social behavior. Psychol Sch. 2008;45(10):930-46.