Misdiagnosis of disease by residents is a type of cognitive error. Therefore, it requires the highest possible skills in evidence-based diagnosis and treatment. Medical care is prone to diagnostic errors. However, there is no formal and standardized training for teaching critical thinking in residency programs. In these universities, critical thinking skills are taught longitudinally and integrated into the phases of basic sciences, physiopathology, clerkship, and internship. During the last two decades, major universities of medical sciences in Iran such as Tehran, Shaheed Beheshti, Iran, Isfahan, Tabriz, and Shiraz have taken basic steps to revise the general medicine program. Considering the importance of critical thinking skills, teaching critical thinking skills has become one of the most important activities of universities in Iran today. Having the ability to critically thinking is a very valuable tool for medical students who, after graduation, are responsible for serious responsibility in the health system as health team leaders. Due to the emphasis of accreditation institutions, the World Federation for Medical Education, and other international educational institutions on the importance of critical thinking, it is recommended to pay more attention to the factors related to the promotion and development of CT skills in residency programs. The CT score of the residents show an increase in PGY2, but a decrease in PGY3 and PGY4. The CT skills of the residents of Tehran University of Medical Sciences were generally below the optimal level. A significant difference was found between the CT skill scores in the three groups (internal medicine, general surgery, and orthopedic surgery). Comparing the mean CT skill scores of the residents separately for the residency year revealed a significant decrease in CT scores in the 4 years.
The mean CT skill score of residents (M = 13.81, SD = 3.52) was lower than the optimal level (M = 17.1 SD = 5.0). Resultsġ89 out of 284 residents completed and returned the questionnaire, and the response rate was 66%. The significant level in all tests was considered at P < 0.05. The collected data were entered into SPSS-16 software and analyzed using descriptive (mean and standard deviation) and inferential (one-way ANOVA) statistics. The data collection tool was the California Critical Thinking Skills Test (CCTST) form B. The study's statistical population included 284 residents in orthopedic, internal medicine, and surgery groups studying in the PGY1 to PGY4 years of residency. The present study aimed to evaluate and compare CT skills in the residents of the Tehran University of Medical Sciences. Today’s complexities and diversity in the clinical setting have revealed the need to pay attention to strengthening critical thinking (CT) skills.
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