Open AccessThe education effect based on Reflective Education on critical thinking skills of midwifery students
Author(s) -
Zohreh Mirkazehi Rigi,
Mahin Tafazoli,
Hossein Karimi Moonaghi,
Ali Taghipour
Publication year - 2020
Publication title -
majallah-i markaz-i muṭāli̒āt va tusi̒ah-i āmūzish-i ̒ulūm-i pizishkī-i yazd/majallah-i markaz-i muṭāli̒āt va tusi̒ah-i āmūzish-i ̒ulūm-i pizishkī-i yazd
Language(s) - English
Resource type - Journals
eISSN - 2251-8266
pISSN - 2251-7065
DOI - 10.18502/jmed.v14i4.2545
Subject(s) - watson , critical thinking , wilcoxon signed rank test , test (biology) , psychology , medicine , mann–whitney u test , reflective thinking , medical education , mathematics education , obstetrics , nursing , computer science , paleontology , natural language processing , biology
Enhancing critical thinking is a challenge faced in Medical profession. Evaluation of data and choosing proper solution to reach a correct decision needs skillful thinking. One method of critical thinking, is conducive reflective Education to promoting the process of problem solving. Present studies is aimed at determining the education effect based on Reflective Education on critical thinking skills of midwifery students.
Methods: this semi experimental study or multi-group of pre and post training study design was performed on 60 midwifery students in Mashhad school of nursing and midwifery in 2016. The samples were selected by the convenience method and were randomly divided into two groups of Reflective Education based group and routine group. Content was similar in both groups. Data collecting tool was Watson Glaser test questionnaire. Students of based on Reflective Education group were trained by Experience writing, feedback, summaries for six hours during two weeks. Students of routine group were trained by lecture for six hours during two weeks. They were filled the Watson Glaser critical thinking test in the before and 1 month after study. Data was analyzed by SPSS software version 16 and descriptive statistical test, Mann-Whitney test, Wilcoxon test, Friedman test. P < 0.05 was considered statistically significant.
Result: The results indicated that one month after intervention, critical thinking skills were significantly increased in two groups (P < 0.05) and in critical thinking based group were more increased than routine group.
Conclusion: The gained information of this study could be the first step for doing researches to find better ways of intervening curriculum in order to promote critical thinking dimensions.