Background: CRITICAL THINKING and learning are interrelated. CRITICAL THINKING can increase the ability of nurses to make thoughtful decisions. Therefore, its measurement with valid and reliable tools is essential.Purpose: This study was performed in nursing, midwifery and occupational therapy students of Medical Universities in Tehran to translate make fluent and measure the content validity index and reliability of "CALIFORNIA CRITICAL THINKING SKILLS TEST."Methods: Face validity was identified through translating the TEST by the researchers and two Farsi and English professors. Then, the translation was evaluated by 13 faculty members of Tehran and Shaheed Beheshti Nursing and Midwifery Colleges and 6 selected students of each discipline. Content validity was determined in three domains including relativeness, clarity and simplicity.Reliability of the tool was identified by internal reliability of subscales and external reliability. The former was calculated by measuring the correlation of each question with total score of the TEST and the latter was identified by TEST reTEST method in 16 students with a 2-weeks interval to measure coefficient of correlation between the responses.Results: Findings showed the range of content validity between %80 and %96.87, denoting a proper amount. Coefficients of correlation for each subscale were 0.71 for analysis, 0.77 for evaluation, 0.71 for inference, 0.77 for inductive reasoning, and 0.71 for deductive reasoning. These indicated a positive and significant correlation of subscales with one another as well as with the total score of the TEST (r=0.86). The correlation between TEST-reTEST results was 0.90 with Kappa coefficient equal to 0.81.Conclusion: Findings showed a proper validity and reliability of the TEST. Further measurements of other types of validity such as concurrent validity are suggested.

BACKGROUND AND OBJECTIVE: The purpose of this research was to investigate the reliability, validity and norm of CCTST F.B. The CALIFORNIA CRITICAL THINKING SKILLS TEST (CCTST) contains 34 multi-choice questions with a correct answer in the five CRITICAL THINKING (CT) cognitive SKILLS domain. q METHODS: This research is a methodological study which has been performed on 405 BSN nursing students of Tehran medical sciences colleagues that were selected on the base of stratified random sampling method. In order to determine the face and content validity the TEST was translated and edited by Persian and English language professors and researchers. Also, it was confirmed on the basis of medical education and psychology professor's judgment. CCTST reliability was determined with internal consistency and use of KR-20. For investigation of construct validity of the TEST after performed factor analysis, it was also used the internal consistency and group difference. In related to TEST scores normally on the base of scores frequency distribution tables, scores percentile norm was investigated. FINDINGS: The TEST reliable coefficient was 0.62%. Factor analysis indicated that CCTST has been formed from 5 factors (elements) namely: analysis, evaluation, inference, inductive and deductive reasoning. Internal consistency method showed that all subscales have been high and positive correlation with total TEST score. Group difference method between nursing and philosophy students (n=50) indicated that there was a significant difference between nursing and philosophy students scores (p=0.0001). Scores percentiles norm also showed that percentile of 5, 50, 95 scores related to 6, 11and 17 raw score, respectively.CONCLUSION: The results revealed that the questions TEST is enough reliable as a research tool and correlated with TEST theoretical structure, and all subscales measured a single construct (CRITICAL THINKING) and be able to distinguish the persons with different levels CT.

Introduction: CRITICAL THINKING is used to improving individual SKILLS to determine the value and advantages of a phenomenon, factor or, information.Method: The current descriptive research was conducted using a cross-sectional survey method. The research population included 260 graduate students of Ahvaz Jundishapur University of Medical Sciences who randomly participated in the research. Exploratory factor analysis, confirmatory factor analysis, difficulty factor, and discrimination factor were used to standardize the TEST.Findings: The findings of the exploratory factor analysis led to the identification of a model with 28 items and four factors "evaluation", "analysis", "deduction" and "interpretation". This model with an internal similarity of 0.832 can explain more than 41% of the changes in CRITICAL THINKING. The correlation between all identified factors was positive and significant. The findings of confirmatory factor analysis showed CFI=0.861, GFI=0.838 and, RMSEA=0.049 and indicate the confirmation. Findings of difficulty and discrimination indices showed that more than half of the TEST questions are difficult and have a weak ability to distinguish between strong and weak students. Also, 4 questions had a discrimination index of zero or negative.Conclusion: CALIFORNIA CRITICAL THINKING TEST Form B is norm and valid for Iranian students. However, due to the high difficulty of more than half of the questions and their weak ability to distinguish weak and strong students, it needs to be modified for use in Iranian students.

Background: To evaluate the effectiveness of the present educational programs in terms of students' achieving problem solving, decision making and CRITICAL THINKING SKILLS, reliable, valid and standard instrument are needed. Purposes: To Investigate the Reliability, validity and Norm of CCTST Form.B .The CALIFORNIA CRITICAL THINKING SKILLS TEST contain 34 multi-choice questions with a correct answer in the jive CRITICAL THINKING (CT) cognitive SKILLS domain. Methods: The translated CCTST Form.B were given t0405 BSN nursing students ojNursing Faculties located in Tehran (Tehran, Iran and Shahid Beheshti Universities)that were selected in the through random sampling. In order to determine the face and content validity the TEST was translated and edited by Persian and English language professor and researchers. it was also confirmed by judgments of a panel of medical education experts and psychology professor's. CCTST reliability was determined with internal consistency and use of KR-20. The construct validity of the TEST was investigated with factor analysis and internal consistency and group difference. Results: The TEST coefficien for reliablity was 0.62. Factor Analysis indicated that CCTST has been formed from 5 factor (element) namely: Analysis, Evaluation, lriference, Inductive and Deductive Reasoning. Internal consistency method shows that All subscales have been high and positive correlation with total TEST score. Group difference method between nursing and philosophy students (n=50) indicated that there is meaningfUl difference between nursing and philosophy students scores (t=-4.95,p=0.OOO1). Scores percentile norm also show that percentile offifty scores related to 11 raw score and 95, 5 percentiles are related to 17 and 6 raw score ordinary.Conclusions: The Results revealed that the questions TEST is sufficiently reliable as a research tool, and all subscales measure a single construct (CRITICAL THINKING) and are able to distinguished the persons with different level's CT.

Objective: To adapt and normalize the CALIFORNIA CRITICAL THINKING SKILLS TEST for university students in the city of Tehran.Method: After the translation and a primary execution of the TEST, the revised form was completed by 1000 students selected using convenience sampling from the five majors of medicine, humanities, technical and engineering sciences, art and basic sciences. The data were analyzed using mean, standard deviation, Pearson's two-tailed correlation coefficient, Z and t percentage scores for the three SKILLS of evaluation, inference, and analysis; total score based on sexuality for each of the educational groups and the total students were used as well as internal consistency TESTs (Cronbach's alpha and split-half).Results: The internal consistency of the adapted TEST was 0.78 using split-half method, and 0.79, 0.75, 0.91, and 0.83 using Cronbach's alpha, for evaluation, analysis, inference and total SKILLS respectively. In addition, the mean scores of CRITICAL thought in students of all majors in the universities of Tehran were significantly lower than that of a number of American universities.Conclusion: The validity of the adapted version of the TEST was acceptable and its norms have been calculated and provided for students in Tehran.

Background & Objective: CRITICAL THINKING (CT) is essential in medical education and improves physicians' clinical ability and competency. The present study aimed to determine the CT level and the trend of its changes in medical education at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran, in 2021. Materials & Methods: In this cross-sectional descriptive study, the CT levels of 165 medical students in three curricular phases, namely basic sciences, externship, and internship courses were examined. The data collection tool was the CALIFORNIA CRITICAL THINKING SKILLS Questionnaire Form B. Data were analyzed by SPSS (version 20) using t-TEST, ANOVA, and Pearson correlation coefficient. Results: The mean score of medical students’,CT was 12. 07 ±,4. 48 out of a total score of 34. The mean scores of students’,CT in basic sciences, externship, and internship courses were 12. 75 ±,4. 47, 12. 82 ±,5. 10, and 10. 67 ±,3. 49, respectively. There was a significant difference between students' mean scores of CT in different curricular phases (P=0. 010). In addition, there was a significant difference between the mean scores of students' CT based on gender, and the mean scores of CT of male students were significantly higher (P=0. 049). Conclusion: The mean scores of CT of medical students were low and did not improve during their university years. Since CT plays an essential role in clinical decision-making, it is necessary for medical teachers and university officials to pay more attention to the medical students' CT development.

Background & Objective: Information literacy is a CRITICAL requirement for access to information in the communication age in the community. Through using CRITICAL THINKING SKILLS, valid and reliable information can be obtained. This research was conducted to determine the relationship of CRITICAL THINKING with information literacy among student of the School of Management and Medical Information Sciences of Tehran University of Medical Sciences, Iran.Methods: This analytical cross-sectional study was conducted on 338 students of the School of Management and Medical Information Sciences of Tehran University of Medical Sciences in 2014. The valid and reliable CALIFORNIA CRITICAL THINKING SKILLS TEST-Form B (CCTST) and the Information Literacy Standard Questionnaire were used for collecting data. The collected data were analyzed using descriptive statistics and correlation coefficient TEST in SPSS software.Results: The CRITICAL THINKING SKILLS among students were at a low level. A weak relationship was observed between the mean score of CRITICAL THINKING and information literacy (P=0.050). In addition, students' information literacy had a positive correlation with inference components (r=0.12, P=0.040) and analysis components of CRITICAL THINKING (r=16, P=0.006).Conclusion: Given the low level of CRITICAL THINKING in students and the relationship between the components of CRITICAL THINKING and information literacy, the implementation of programs to improve students' CRITICAL THINKING is recommended. This is necessary due to the dependence of the increase in students' information literacy on CRITICAL THINKING.

This study aims at comparing the effect of writing assignments on the CRITICAL THINKING of the first year high school male students of Malayer town in biology and sociology courses. For this purpose a sample size of 105 subjects was assigned into two experiment and two control groups through random selection. A quasi-experimental pre-TEST post-TEST design in the control groups and a factorial design (2x2) in the whole experiment were applied. To assess the subject CRITICAL THINKING in pre-TEST and post-TEST the CALIFORNIA CRITICAL THINKING Skill TEST (B form) was applied. Then, writing assignments designed specifically for the afore-mentioned biology and sociology courses were manipulated for 4.5 month in both experimental groups; control groups followed their usual activities without receiving any writing assignment. Data were analyzed through ANOVA and t-TEST of the independent groups showed no meaningful difference in the subjects' CRITICAL THINKING pre-TEST mean scores. Subjects post-TEST and changed scores analysis showed that the application of the writing assignments for teaching biology and sociology has increased the CRITICAL THINKING of the students as<1<0/01.However, the effect amount of writing assignments on the CRITICAL THINKING of the students in biology and sociology was not statistically meaningful.

Background and purpose: CRITICAL THINKING has a major role in desirable professional attribute and a highly valued educational outcome. The aim of this paper was to assess the dimensions of CRITICAL THINKING abilities among medical students in Mazandaran University of Medical Sciences.Materials and methods: Using multistage cluster random sampling, 120 medical students were assessed. CRITICAL THINKING SKILLS were measured using the CALIFORNIA CRITICAL THINKING SKILLS TEST (CCTST).The data was analyzed through descriptive statistics and t-TEST in SPSS.Results: In this study 118 students completed CCTST questionnaire. The mean of CRITICAL THINKING score for medical students was 10.91±3.37. Dimensions of CRITICAL THINKING were not related to gender, marital status, and academic level (P>0.05).Conclusion: This study revealed that CRITICAL THINKING did not enhance among medical students while studying at university. It is widely believed that CRITICAL THINKING is essential to clinical decisionmaking, so lecturers in medical universities should focus more on nurturing CRITICAL THINKING in order to improve the clinical competency of medical students.

Fostering CRITICAL THINKING among senior high school students in Colombia has been an unfulfilled goal. This undesirable situation has multiple causes: “CRITICAL THINKING” has become a mere slogan and its meaning and scope have not been clearly specified despite being widely used in the different levels of the education system. Furthermore, the strategies designed to teach CRITICAL THINKING lack creativity, reinforce rote learning and the sheer repetition of logic rules besides misallocating the goal of reasoning and argumentation by focusing only on rhetorical persuasion. Textbooks and core literature in CRITICAL THINKING suggest that a CRITICAL thinker is someone who always has plenty of arguments to defend her beliefs besides being ready to address even destructive criticism. By contrast, CRITICAL rationalism emphasizes the importance of a humble approach, acknowledges error, and portrays a CRITICAL thinker as someone who is ready to TEST her most beloved theories against experience and to reject them in the light of the facts that contradict her beliefs and certainties. We consider that a pedagogical approach enriched with fallibilism might be central for a better education and endorse these views with the results of a case study conducted in Manizales, Colombia, which shows that teaching the basics of logic and argumentation by using the central tenets of CRITICAL rationalism fosters CRITICAL THINKING among senior high school students