DOI: 
http://dx.doi.org/10.15293/1813-4718.2602.08
UDC: 
378.4
Kataeva Natalia N.
Кандидат химических наук, Assoc. Prof. of the Department of General Chemistry, Ural State Medical University, kataeva.nn@mail.ru, Yekaterinburg
Naronova Natalia A.
Кандидат педагогических наук, Assoc. Prof. of the Department of General Chemistry, Ural State Medical University, edinstvennaya@inbox.ru, Yekaterinburg
Golitsyna Kristina O.
Assist. Prof. of the Department of General Chemistry, Ural State Medical University, crianlen@gmail.com, Yekaterinburg
Belokonova Nadezhda A.
Доктор технических наук, Assoc. Prof., Head of the Department of General Chemistry, Ural State Medical University, belokonova@usma.ru, Yekaterinburg
Shkinder Natalia L.
Кандидат биологических наук, Head of the Educational and Methodological Departmen, Ural State Medical University, umu@usma.ru, Yekaterinburg

Critical Thinking Development of Medical University Students During Educational and Research Work

Abstract: 
Critical thinking (CT) is a key competency of modern physicians, essential for analyzing information, making informed clinical decisions, and working in accordance with the principles of evidence-based medicine. The aim of study – to assess the level of critical thinking development of medical university students after completing research work in chemistry. Materials and methods. The main stages of educational and research work in chemistry of first-year students of the medical and preventive and pediatric faculties of the Ural State Medical University (2024–25 academic year) were analyzed from the point of view of the critical thinking development. To evaluate the effectiveness of the proposed model, a survey of 250 students was conducted. The questionnaire contained five sets of questions corresponding to the main components of CT. For statistical analysis of the dynamics of the CM formation levels (low, medium, high) in the control (CG, n = 30) and experimental (EG, n = 30) groups before and after the implementation of the experimental work, the one-sided Wilcoxon-Mann-Whitney test was used. Research results. The questionnaire results revealed a statistically significant (p < 0,05) improvement in the CM indicators in the experimental group compared to the control one. The greatest positive dynamics in the EG was observed in the components: “information analysis and working with sources” – a decrease in the low level by 12,6%, “logic and argumentation” – an increase in the high level by 18,5 %. The smallest changes were noted in the “reflection and self-esteem” component. On average, the high level of CM formation in the EG increased 2 times more than in the CG. Conclusion. The study’s results confirm that the targeted inclusion of the CIRP in the educational process during the junior years of medical school contributes to the significant development of CT skills necessary for future professional practice. The model can be recommended for implementation and adaptation for other disciplines in medical education.
Keywords: 
teaching methodology; critical thinking; research work; levels of development; medical education
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