Background: Critical Thinking is an ability during which the learners, after receiving the key concepts of learning from teachers and via an active mental process, achieve educational goals. For the importance of critical thinking skills in teaching and learning process and its effect on the student’s cognition, affection and emotion, it is necessary to assess the teachers and students’ critical thinking. The aim of this study was to assess and compare critical thinking disposition of the teachers and students of Kermanshah University of Medical Sciences.
Methods: In this descriptive-analytical study, among all students and teachers of Kermanshah University of Medical Sciences 300 student and 40 teachers were selected using stratified random sampling procedures in Kermanshah University of medical sciences. The data collection tool was standard Critical Thinking Disposition questionnaire (C.T.D).The data analyzing was performed using t-test and ANOVA.
Results: Result showed that the average of teachers' critical thinking scores were significantly more than that of the students(p< 0/02).There was statistical significant difference between two genders in components of critical thinking including creativity(p=0/008)and commitment (p=0/04)respectively. However in relation to perfection, there was no significant difference between two genders. There was no statistical significant difference between student’s critical thinking with regard to their college and educational course. Nevertheless the teacher’s scientific degree caused a significant difference between their creativity component of critical thinking (p=0/016).
Conclusion: The level of teacher’s critical thinking was low compared to previous studies and also student’s critical thinking was lower than the teachers. For the importance of critical thinking skills in teaching and learning process, it is necessary for educational administrators and curriculum designers to hold enough workshops to improve teachers and students critical thinking skills.
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