Evaluation of the Relationship between Curriculum Elements and Medical Students’ Disposition Toward Critical Thinking (Case Study: Medical Students)

As one of the pillars of educational science, curriculum plays an effective and determining role in realizing the higher education goals and missions both qualitatively and quantitatively (1). In fact, a large part of higher education goals cannot be achieved without paying attention to this area (2). Despite the importance of curriculum, it is adequately emphasized in higher education institutions, and the necessary measures are not taken in these centers to assess, evaluate, correct and change the curriculum (3). In general, curriculum experts have considered different elements for them; Tyler, Zeiss, and Beauchamp considered four elements for curriculum, whereas Klein, Ash, and Eisner considered nine, eight, and seven components, respectively (4). Since the primary mission and purpose of education is to educate those who can think and not be content with the thinking of others (5), the educational institution should review goals, content, teaching materials, teaching-learning methods and everything related to the curriculum area in order to fulfill its mission (6). In fact, one of the valuable intellectual abilities students must gain in school and university is to evaluate, hear, read, and think about the various beliefs they face in life and make logical decisions about them. This valuable ability is known as critical thinking (CT), for which different definitions have been proposed. By examining these definitions, one can summarize the element of logical and analytical decision-making about the affairs and what to do. In this regard, Eggen and Kauchak pointed out the ability and tendency of individuals to evaluate issues and make decisions based on evidence, whereas Slavin and Ennis mentioned the ability to make rational decisions about affairs and logical thinking and decisions and judgments about beliefs and practices, respectively (7). Overall, CT can be defined as the skill and disposition toward critical inclinations. In other Background & Objective: Curriculum plays an effective and determining role in realizing higher education goals and missions both qualitatively and quantitatively. Therefore, special attention paid to this area can be recognized as one of the factors effective in the improvement of efficiency and education system. Therefore, this study aimed to evaluate the relationship between curriculum elements and disposition toward critical thinking (CT).