Document Type : Original Article
Authors
- Mitra Gharib 1
- Mohammad Reza Sarmadi 2
- Issa Ebrahimzadeh 3
- Hossein Zare 4
- Amir Hossein Emami 5
- Atoosa Gharib 6
1 M.Sc. in Medical Education, Librarianship & Medical Informatics dept., Paramedical School, Tehran Medical sciences University, Iran
2 Ph.D. in Teaching Philosophy, Associate professor of Education Dept., Humanistic School Payam-e-Noor University, Iran
3 Ph.D. in Distance learning Manegment, Associate professor of Education Dept., Humanistic School Payam-e-Noor University, Iran
4 Ph.D. in Psychology, Associate Professor of Psychology Dept., Humanistic School Payam-e-Noor University, Iran
5 Subspecialist in Oncology, Associate Professor of Internal Medicine Dept., Medical School, Tehran University of Medical sciences, Iran.
6 Subspecialist in Pathology, Assistant Professor of Pathology Dept., Medical School, Tehran University of Medical sciences, Iran.
Abstract
Background & Objective: As enrollment in virtual online courses continues to grow one of the stakeholders concerns is the enhancement of critical thinking in students This study was performed in order to answer this core question: what are the barriers and facilitating factors of critical thinking in virtual environment? Methods: This qualitative study is part of a mixed qualitative and quantitative study performed for developing the process of teaching critical thinking in virtual medical education program in which 7 eteachers and 11 postgraduate estudents (out of a total of 12 students) of virtual medical education discipline were investigated Data were gathered using a semistructured questionnaire All interviews were taperecorded transcribed and then analyzed using Strauss and Corbins constant comparative method Results: Participants had a variety of experiences about critical thinking improvement that were conceptualized in three major themes of: belief system including personal beliefs and aspects that are considered as constant during a short time period educational management including factors that can be manipulated by the educational leaders and critical thinking in virtual environment including motivating and limiting factors of critical thinking Conclusion: The results of this study highlight the barriers and facilitating factors of enhancing critical thinking in virtual environment Teachers educational planners and leaders can use the results of this study in order to improve their virtual programs and students critical thinking
Keywords
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