The relationship between learning style, thinking and critical thinking tendency with lifestyle improvement in controlling cardiovascular diseases in medical students of Islamic Azad University, Arsanjan Branch

Introduction & Background: This study was conducted with the aim of investigating the relationship between learning style and thinking style and tendency to critical thinking in changing lifestyle to control cardiovascular diseases in medical students of Islamic Azad University, Arsanjan branch.

Methods: The present study was an applied and descriptive-correlational research. The statistical population included all medical students of Islamic Azad University, Arsanjan Branch in the academic year of 2019-2020. Based on the number of students and according to the census method, the sample size was determined at 348 people. Students were studying in one of the fields of nursing, midwifery and operating room at the Islamic Azad University, Arsanjan Branch. Willingness to participate in the study was considered as an inclusion criterion of the research. To collect information, the Learning Styles Inventory (1984), the Critical Thinking Disposition Inventory (2003) and the Thinking Styles Inventory-Short Form (1992) were used. Appropriate regression models such as simultaneous multiple regression were used to analyze the data.

Results: The results revealed a significant relationship between learning styles and critical thinking disposition and the most important predictor of critical thinking disposition in students was the learning styles of reflective observation, concrete experience, active experimentation and abstract conceptualization in lifestyle changes to control cardiovascular diseases, respectively. Also, a significant relationship was observed between thinking styles and critical thinking disposition, and the most important predictors of critical thinking disposition in students were legislative, liberal, local, judicial, and anarchic thinking styles, respectively.

Conclusion: Critical thinking and methods of its promotion should be considered by educational planners and the use of new educational methods should be institutionalized in the curriculum for reduce health risks.