|
| Author name (YP) | Title | Method | Sample | Sampling method | Instrument | Result |
|
| Shakurnia and Baniasad (2018) [32] | Critical thinking disposition in the first and last year medical students and its association with achievement goal orientation | Cross-sectional | N = 204
Female: 68% | Census | The Ricketts critical thinking disposition scale | Low level |
|
| YektaKooshali et al. (2018) [33] | The relationship between information literacy with critical thinking among students: a cross-sectional study | Cross-sectional analytic | N = 165
Female: 74.5% | Stratified Random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Heidari Gorji et al. (2018) [34] | Path analysis of self-efficacy, critical thinking skills, and emotional intelligence for mental health of medical students | Cross-sectional | N = 480
Female: 42% | Random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Hasanpour et al. (2018) [35] | The relationship between emotional intelligence and critical thinking skills in Iranian nursing students | Cross-sectional correlative | N = 169
Female: 64.5% | Systematic Random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Rashidi Fakari et al. (2018) [36] | The relationship between critical thinking disposition and self-esteem in midwifery students | Cross-sectional | N = 53 | Census | California Critical Thinking Disposition Inventory (CCTDI) | Ambivalent |
|
| Taheri et al. (2017) [37] | Surveying critical thinking dispositions between freshmen and senior students in school of allied medical sciences in 2012-2013 academic year | Cross-sectional | N = 90
Female: 75% | Cluster random | The Ricketts critical thinking disposition scale | Moderate level |
|
| Mobasheri et al. (2017) [38] | Critical thinking skills among bachelor students at Fasa University of Medical Sciences | Cross-sectional analytical | N = 150
Female: 71.3% | Stratified random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Jafarzadeh et al (2017) [39] | Comparison critical thinking skills among medical and paramedical students in Fasa University of Medical Science | Cross-sectional analytic | N = 231
Female: 62.3% | Stratified random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Maleki et al. (2016) [40] | Occupational therapy BSc students’ critical thinking skills at Shahid Beheshti University of Medical Sciences, Tehran | Cross-sectional analytic | N = 72
Female: 70.8% | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Raeisoon et al. (2017) [41] | Comparing skills of critical thinking and happiness among students of faculty of medial sciences and other universities of Ghaen | Cross-sectional analytic | N = 163
Female: 33.2% | Cluster random | The Ricketts critical thinking disposition scale | Higher than moderate level |
|
| Kuhpayehzadeh Isfahani et al. (2017) [42] | The effect of team-based learning on critical thinking of nursing students at Iran University of Medical Sciences | Quasiexperimental | N = 80
Female: 56% | Random | Watson–Glaser Critical Thinking Appraisal (WGCTA) | High level |
|
| Adib-Hajbaghery and Zare (2017) [31] | Effect of educational workshop on improving the critical thinking skills in nursing student | Quasiexperimental | N = 32
Female: 62.5% | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Shakurnia and Aslami (2017) [43] | Critical thinking skills of medical students at Ahvaz Jundishapur University of Medical Sciences | Cross-sectional | N = 181
Female: 54.5% | Convenience | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Zarabian et al. (2016) [44] | Study of critical thinking disposition in virtual graduated students (Tehran University of Medical Sciences) | Cross-sectional | N = 100
Female: 44% | Stratified random | California Critical Thinking Disposition Inventory (CCTDI) | Moderate level |
|
| Askari et al.(2016) [45] | Critical thinking skills among healthcare management college students: a case study in Iran, a study conducted in 2016 | Cross-sectional | N = 90
Female: 80% | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Moderate level |
|
| Darban et al (2016) [46] | Evaluation of critical thinking skills among medical sciences students in Shahid Beheshti and Tehran University of Medical Sciences | Cross-sectional | N = 60
Female: 60% | — | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Maleki and Sanisales (2016) [47] | Regarding the use of ICT with critical thinking (case study, Shahrkoord University of Medical Sciences) | Cross-sectional correlational | N = 130 | Convenience | The Ricketts critical thinking disposition scale | Low level |
|
| Mousazadeh et al. (2016) [48] | Nursing students’ disposition toward critical thinking and its relationship with their academic performance | Cross-sectional correlational | N = 120
Female: 57.1% | Convenience | The Ricketts critical thinking disposition scale | Higher than moderate level |
|
| Shabouni et al. (2016) [49] | The effect of team-based learning in medical information systems course on academic achievement and critical thinking in postgraduate students of Kerman University of Medical Sciences, Iran | Quasiexperimental | N = 60
Female: 60.0% | Census | California Critical Thinking Disposition Inventory (CCTDI) | Ambivalent |
|
| Moslemi et al. (2016) [50] | The relationship between critical thinking skills with mental health and academic achievement of Qom University of Medical Sciences students | Cross-sectional correlation | N = 208
Female: 72.6% | Stratified random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Gholamrezai et al. (2016) [51] | The predictive role of self-efficacy and metacognitive on students tendency to critical thinking | Cross-sectional correlation | N = 220
Female: 60.9% | Cluster random | The Ricketts critical thinking disposition scale | Moderate level |
|
| Hasanpour et al. (2016) [52] | Relationship between nurses’ conflict management styles and critical thinking skills in the clinical setting | Cross-sectional correlation | N = 337
Female: 69% | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Mohammadi et al. (2016) [53] | The relationship between critical thinking skills with creativity and academic achievement in students Qom University of Medical Sciences | Cross-sectional correlation | N = 303
Female: 72.6% | Stratified random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Azami and Salehiniya (2016) [54] | The relationship between critical thinking and information literacy among students of the school of management and medical information sciences of Tehran University of Medical Sciences, Iran | Cross-sectional analytic | N = 338
Female: 59.8% | Random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Azizi et al. (2016) [55] | The correlation of critical thinking disposition and achievement goal orientation with student entrepreneurial characteristics | Cross-sectional analytic | N = 307
Female: 51% | Stratified random | The Ricketts critical thinking disposition scale | Moderate level |
|
| Heidari and Ebrahimi (2016) [15] | Examining the relationship between critical thinking skills and decision-making ability of emergency medicine students | Cross-sectional analytic | N = 86 | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Mafakheri Laleh et al. (2016) [10] | Designing a model for critical thinking development in AJA University of Medical Sciences | Cross-sectional | N = 257
Female: 83% | Stratified random | The Ricketts critical thinking disposition scale | Moderate level |
|
| Gholami et al. (2016) [56] | Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course | Quasiexperimental | N = 40
Female: 62.5% | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Dehghanzadeh and Jafaraghaee (2016) [57] | Comparing the effects of traditional lecture and flipped classroom on nursing students’ critical thinking disposition | Quasiexperimental | N = 85
Female: 83.5% | Census | The Ricketts critical thinking disposition scale | Moderate level |
|
| Ajam (2015) [58] | The role of self-directed learning readiness and critical thinking disposition in students’ interaction in blended learning environment | Cross-sectional | N = 260
Female: 70.4% | Stratified random | The Ricketts critical thinking disposition scale | Moderate level |
|
| Salehi et al. (2015) [59] | Comparison between “problem-based learning” and “question and answer” educational methods on environmental health students’ attitude to critical thinking | Quasiexperimental | N = 27
Female: 100% | Census | California Critical Thinking Disposition Inventory (CCTDI) | Positive |
|
| Azizi-Fini et al. (2015) [60] | Critical thinking skills in nursing students: a comparison between freshmen and senior students | Cross-sectional comparative | N = 150 | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Tanhaye Reshvanlou et al. (2015) [61] | Role of professor’s teaching quality on the trend of health students to critical thinking | Cross-sectional correlation | N = 109
Female: 47.7% | Convenience | California Critical Thinking Disposition Inventory (CCTDI) | Ambivalent |
|
| Tafazzoli et al. (2016) [62] | The relationship between critical thinking dispositions and academic achievement in Iranian midwifery students | Cross-sectional correlation | N = 60
Female: 100.0% | Census | California Critical Thinking Disposition Inventory (CCTDI) | Ambivalent |
|
| Poodineh Moghadam et al. (2015) [63] | The impact of evidence-based education on nursing students’ critical thinking | Quasiexperimental | N = 43
Female: 60.5% | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Hasanpour et al. (2015) [64] | Critical thinking skills of nursing students | Cross-sectional | N = 169
Female: 64% | Stratified random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Hajrezayi et al. (2015) [65] | Effectiveness of blended learning on critical thinking skills of nursing students | Quasiexperimental | N = 61
Female: 63.9% | Convenience | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Vahedi et al. (2015) [66] | The relationship between emotional intelligence and critical thinking in nursing students of Tabriz University of Medical Sciences | Cross-sectional correlation | N = 200
Female: 50% | Random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Rezaeian et al. (2015) [67] | Comparison of the critical thinking skills among medical students in different educational levels in Rafsanjan University of Medical Sciences | Cross-sectional | N = 165
Female: 39.4% | — | The Ricketts critical thinking disposition scale | Moderate level |
|
| Penjvini and Hejrani (2015) [68] | Critical thinking and clinical decision-making skills in pediatric nursing students | Cross-sectional correlation | N = 34 | Census | Watson–Glaser Critical Thinking Appraisal (WGCTA) | Low level |
|
| Ghaedi and Toghiann (2014) [69] | Correlation between personality traits of critical thinking in nursing students of Isfahan University of Medical Sciences | Cross-sectional correlation | N = 165
Female: 56.4% | Cluster random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Garavand et al. (2014) [70] | The role functions of thinking style in self-directed learning readiness and critical thinking disposition | Causal-comparative | N = 214
Female: 73% | Stratified random | The Ricketts critical thinking disposition scale | Moderate level |
|
| Shahjooi et al. (2014) [71] | Relationship between critical thinking and interpersonal communication skills in nursing students of Azad University Tehran medical branch | Cross-sectional correlation | N = 300 | Census | California Critical Thinking Disposition Inventory (CCTDI) | Ambivalent |
|
| Noohi et al. (2014) [72] | Association of critical thinking with learning styles in nursing students of School of Nursing and Midwifery, Iran. | Cross-sectional correlation | N = 90
Female: 70.7% | Purposive | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Taghavi Larijani et al. (2014) [73] | Relationship between assertiveness and critical thinking in nursing students | Cross-sectional correlation | N = 225
Female: 85.9% | Convenience | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Yasayi et al. (2014) [74] | Critical thinking skills among dental students of Shahid Sadoughi University of Medical Sciences: A comparison in 2013 | Cross-sectional | N = 64
Female: 60.9% | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Hemmati Maslak Pak et al. (2014) [75] | The effect of problem-based learning training on nursing students’ critical thinking skills | Quasiexperimental | N = 50
Female: 62% | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Hosseini et al. (2014) [76] | The effect of an active educational method on critical thinking of nursing students in Lorestan University of Medical Sciences | Quasiexperimental | N = 60
Female: 78.3% | Convenience | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Rezaei et al. (2014) [77] | Evaluation of nursing students, critical thinking skills in Mazandaran University of Medical Sciences | Cross-sectional analytic | N = 245
Female: 55.8% | Census | Watson–Glaser critical thinking test | Low level |
|
| Khazaei et al. (2014) [78] | Compared critical thinking in first year students and senior operating room and anesthesia Birjand University of Medical Sciences | Cross-sectional | N = 120
Female: 62.5% | Convenience | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Najafianzadeh et al. (2014) [79] | Critical thinking skills and their association with stress coping strategies in the students of Arak University of Medical Sciences, Iran | Cross-sectional analytic | N = 100
Female: 64% | Stratified random | Watson–Glaser Critical Thinking Appraisal (WGCTA) | Low level |
|
| Ghazivakili et al. (2014) [80] | The role of critical thinking skills and learning styles of university students in their academic performance | Cross-sectional correlation | N = 216
Female: 52.8% | Stratified random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Ghadampour et al. (2013) [81] | Learning style priorities and its role in critical thinking disposition among nursing school students in Mashhad University of Medical Sciences | Cross-sectional | N = 214
Female: 74.3% | Stratified random | The Ricketts critical thinking disposition scale | Moderate level |
|
| Karimi Noghondar et al. (2013) [82] | Comparison of critical thinking and clinical decision-making skills among the last semester nursing students and practicing nurses in Sabzevar University of Medical Sciences | Cross-sectional | N = 35
Female: 41.8% | Random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Meibodi et al. (2013) [83] | Impact of guided reciprocal peer questioning on the disposition of critical thinking among nursing students | Quasiexperimental | N = 54 | — | California Critical Thinking Disposition Inventory (CCTDI) | Ambivalent |
|
| Sabouri Kashani et al. (2013) [84] | Critical thinking dispositions among medical students in two stages: basic medical sciences and preinternship | Cross-sectional | N = 442
Female: 57.2% | Census | California Critical Thinking Disposition Inventory (CCTDI) | Positive inclination |
|
| Sheikhmoonesi et al. (2013) [85] | Critical thinking abilities among students of medicine in Mazandaran University of Medical Sciences, 2011 | Cross-sectional | N = 118
Female: 42.3% | Cluster random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Tashi et al. (2013) [86] | Evaluating critical thinking skills in medical students, Isfahan University of Medical Sciences, Iran | Cross-sectional | N = 92
Female: 59.8% | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Abasi et al. (2013) [87] | Critical thinking disposition and its relationship with self-esteem in preclinical and clinical medical students of Kermanshah University of Medical Sciences | Cross-sectional analytic | N = 225
Female: 85.8% | Stratified random | California Critical Thinking Disposition Inventory (CCTDI) | Ambivalent |
|
| Athari et al. (2013) [21] | Assessing critical thinking in medical sciences students in two sequential semesters: Does it improve? | Longitudinal | N = 297 | Random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Kermansaravi et al. (2013) [88] | Critical thinking dispositions among junior, senior, and graduate nursing students in Iran | Cross-sectional | N = 120
Female: 62.1% | Stratified random | Watson–Glaser Critical Thinking Appraisal (WGCTA) | Low level |
|
| Gupta et al. (2012) [89] | Validly and reliability of California Critical Thinking Disposition Inventory (CCTDI) in Kermanshah University of Medical Sciences | Cross-sectional analytic | N = 198
Female: 82.8% | — | California Critical Thinking Disposition Inventory (CCTDI) | Ambivalent |
|
| Hariri and Bagherinejad (2012) [90] | Analysis of the relationship between motivation and critical thinking with intentional internet search behavior case study: students of Mazandaran University of Medical Sciences | Cross-sectional analytic | N = 224
Female: 58.5% | Stratified random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Nasrabadi and Mousavi (2012) [91] | The contribution of critical thinking attitude and cognitive learning styles in predicting academic achievement of medical university’s students | Cross-sectional analytic | N = 161
Female: 50.31% | Stratified random | California Critical Thinking Disposition Inventory (CCTDI) | Moderate level |
|
| Mahmoodabad et al. (2012) [92] | Critical thinking ability and its associated factors among preclinical students in Yazd Shaheed Sadoughi University of Medical Sciences (Iran) | Cross-sectional | N = 125
Female: 66.4% | Cluster random | Watson–Glaser Critical Thinking Appraisal (WGCTA) | Low level |
|
| Iranfar et al. (2012) [93] | Developing critical thinking disposition in the students of nursing and midwifery through collaborative and individual methods of learning | Quasiexperimental | N = 115
Female: 83% | Random | California Critical Thinking Disposition Inventory (CCTDI) | Ambivalent |
|
| Safari et al. (2012) [94] | The comparison between critical thinking disposition of teachers and students in Kermanshah University of Medical Sciences, 2011 | Cross-sectional analytic | N = 300
Female: 60.7% | Stratified random | The Ricketts critical thinking disposition scale | Low level |
|
| Paryad et al. (2011) [95] | Relationship between critical thinking and clinical decision-making in nursing students | Cross-sectional correlation | N = 50 | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Khodamoradi et al. (2011) [96] | Comparing critical thinking skills of first and last term baccalaureate students of nursing, midwifery, and occupational therapy of medical universities of Tehran city | Cross-sectional | N = 426 | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Kareshki and Pakmehr (2011) [97] | The relationship between self-efficacy beliefs, metacognitive, and critical thinking with mental health in medical sciences students | Cross-sectional | N = 357
Female: 55% | Cluster random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Haghani et al. (2011) [98] | Critical thinking skills and their relationship with emotional intelligence in medical students of introductory clinical medicine (ICM) course in Isfahan University of Medical Sciences | Cross-sectional | N = 69
Female: 72% | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Kiany et al. (2012) [99] | Comparison of critical thinking skills and dispositions between the nursing students and clinical nurses of selected educational hospitals of Zanjan University of Medical Sciences | Cross-sectional | N = 100
Female: 63.4% | Convenience | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Barkhordary et al. (2011) [100] | Critical thinking dispositions in baccalaureate nursing students of Shahid Sadooghi and Azad University of Medical Sciences in Yazd city | Cross-sectional | N = 170
Female: 89.4% | Random | California Critical Thinking Disposition Inventory (CCTDI) | Ambivalent |
|
| Eslami Akbar and Maarefi (2010) [101] | A comparison of the critical thinking ability in the first and last term baccalaureate students of nursing and clinical nurses of Jahrom University of Medical Sciences | Cross-sectional | N = 94
Female: 82.1% | Census | Watson–Glaser Critical Thinking Appraisal (WGCTA) | Low level |
|
| Dehghani et al. (2011) [102] | The effect of reflection on clinical journalism on critical thinking skills of nursing students in Shiraz Medical University | Quasiexperimental | N = 42
Female: 83.33% | - | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Athari et al. (2009) [103] | Evaluation of critical thinking skills in Isfahan University of Medical Sciences’ students and its relationship with their rank in university entrance exam rank | Cross-sectional | N = 114 | Random | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Gharib et al. (2009) [104] | Critical thinking skills and critical thinking dispositions in freshmen and senior students of healthcare management | Cross-sectional | N = 60 | — | California Critical Thinking Skills Test, Form B (CCTST, FB) and California Critical Thinking Disposition Inventory (CCTDI) | Skills: norm
Dispositions: positive inclination |
|
| Karimi et al. (2007) [105] | The critical thinking skills levels of students enrolled in a four years bachelor program at nursing college in Yasouj | Cross-sectional | N = 72
Female: 72.2% | Convenience | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Baba Mohammadi and Khalili (2004) [106] | Critical thinking skills of nursing students in Semnan University of Medical Sciences | Cross-sectional | N = 107 | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
| Mirmolaei et al. (2004) [107] | Comparison of critical thinking among first and last trimester baccalaureate midwifery students | Cross-sectional comparative | N = 259 | Census | California Critical Thinking Skills Test, Form B (CCTST, FB) | Low level |
|
