The Association Between Critical Thinking Skills and Academic Performance Among Undergraduate Medical Students of Different Educational Levels at Iran University of Medical Sciences

Abstract

Given the importance of Critical thinking (CT) skills in medical education and academic performance, along with the lack of recent studies on this topic after the medical education reform in Iran, we aimed to evaluate the association of CT skills with academic performance in undergraduate medical students of Iran University of Medical Sciences. In this cross-sectional study, using the convenience sampling method, 142 medical students entered the study. The Persian version of the California Critical Thinking Skills Test Form B (CCTST-B), previously validated for local populations, was used to measure CT skills, and the test's association with academic performance was measured using participants' cumulative grade point average (GPA). A significant correlation was observed between the total mean score of passed courses (0-20) and the CT skills score across all CT domains (P<0.05). The mean total CT skills scores were 17.53±4.39 for basic science students, 17.17±3.63 for physiopathology students, 16.54±3.77 for clerkship students, and 17.60±3.89 for internship students. Statistical analysis revealed that clerkship students had significantly lower scores compared to the other groups (P=0.011). There were no significant differences between males and females, nor between students living in dormitories and those living in personal accommodations. This study showed a significant positive correlation between CT skills and academic performance. On average, undergraduate medical students possess satisfactory CT skills. However, there is room for improvement in CT skills among undergraduate medical students and in enhancing their academic performance.