@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
ABSTRACT
Aims
Many experts believe that critical thinking teaching is effective in social activities and especially interactions. This study aimed to evaluate the effect of critical thinking education on the development of social skills of medical students.
Materials & Methods This quasi-experimental study with pre-test and post-test was done in 2013. The study population consisted of all first-year medical students at the Urmia University of Medical Sciences that among them 200 patients (100 patients in control group and 100 patients in experimental group) were selected using stratified random sampling method. The social skills of students were studied through Matson standardized questionnaire at pre-test and post-test (after critical thinking education). Data were analyzed using One-way analysis of covariance.
Findings Critical thinking education had a significant effect on appropriate social skills enhancement (p=0.003), inappropriate social skills reduction (p=0.005), reducing impulsive acting and being rebellious (p=0.002), supremacy (p=0.044), and enhancement of relationships with peers (p=0.0001).
Conclusion Critical thinking education is effective on development of social skills of medical students.
Materials & Methods This quasi-experimental study with pre-test and post-test was done in 2013. The study population consisted of all first-year medical students at the Urmia University of Medical Sciences that among them 200 patients (100 patients in control group and 100 patients in experimental group) were selected using stratified random sampling method. The social skills of students were studied through Matson standardized questionnaire at pre-test and post-test (after critical thinking education). Data were analyzed using One-way analysis of covariance.
Findings Critical thinking education had a significant effect on appropriate social skills enhancement (p=0.003), inappropriate social skills reduction (p=0.005), reducing impulsive acting and being rebellious (p=0.002), supremacy (p=0.044), and enhancement of relationships with peers (p=0.0001).
Conclusion Critical thinking education is effective on development of social skills of medical students.
CITATION LINKS
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[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.