Volume 21, Issue 1 (Spring 2026)
jmed 2026, 21(1): 1503-1513 |
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Mohtasham S, Maher Bohloul Khiabani Z, Ganjifard M, Mohammadi Y. The relationship between learning strategies, creative thinking and academic resilience in clinical medical students of Birjand University of Medical Sciences. jmed 2026; 21 (1) :1503-1513
URL: http://jmed.ssu.ac.ir/article-1-1613-en.html
URL: http://jmed.ssu.ac.ir/article-1-1613-en.html
Assistant Professor of Curriculum Planning, Medical Sciences Education Study and Development Center, Cardiovascular Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran. , y_mohammady_29@yahoo.com
Abstract: (258 Views)
Introduction: Students' academic resilience is one of the important issues in the higher education system, which is affected by various factors. The present study was conducted with the aim of determining the relationship between learning strategies, creative thinking and academic resilience in medical students of Birjand University of Medical Sciences, Iran.
Method: The present study was a descriptive-analytical cross-sectional study that was conducted on 385 medical students (trainees and interns) of Birjand University of Medical Sciences in the academic year 2023–2024. The samples were selected by convenience sampling. The data collection tools were valid and reliable questionnaires of Pintrich and De Groot's self-regulated learning strategies, Philip Carter's creative thinking, and Samuels' academic resilience. The data were analyzed using descriptive statistics, Pearson correlation coefficient, independent t-test, and analysis of variance (ANOVA).
Results: The average age of the students was (24.65 ± 0.91) years. The results showed that the correlation between self-regulated learning strategies (cognitive strategy, metacognitive strategy) and creative thinking was 0.118 and 0.358, respectively, and with academic resilience was 0.214 and 0.428, respectively, which was a significant relationship at the 0.05 level (P < 0.05).
Conclusion: The results of this study indicated the relationship between self-regulated learning strategies and creative thinking and academic resilience in students. Therefore, it is suggested that short-term empowerment courses for medical students be planned by university education development centers and hospitals in order to promote learning strategies, academic resilience, and creative thinking.
Method: The present study was a descriptive-analytical cross-sectional study that was conducted on 385 medical students (trainees and interns) of Birjand University of Medical Sciences in the academic year 2023–2024. The samples were selected by convenience sampling. The data collection tools were valid and reliable questionnaires of Pintrich and De Groot's self-regulated learning strategies, Philip Carter's creative thinking, and Samuels' academic resilience. The data were analyzed using descriptive statistics, Pearson correlation coefficient, independent t-test, and analysis of variance (ANOVA).
Results: The average age of the students was (24.65 ± 0.91) years. The results showed that the correlation between self-regulated learning strategies (cognitive strategy, metacognitive strategy) and creative thinking was 0.118 and 0.358, respectively, and with academic resilience was 0.214 and 0.428, respectively, which was a significant relationship at the 0.05 level (P < 0.05).
Conclusion: The results of this study indicated the relationship between self-regulated learning strategies and creative thinking and academic resilience in students. Therefore, it is suggested that short-term empowerment courses for medical students be planned by university education development centers and hospitals in order to promote learning strategies, academic resilience, and creative thinking.
Type of Study: Research |
Subject:
Medical Education
Received: 2026/02/11 | Accepted: 2026/06/2 | Published: 2026/06/16
Received: 2026/02/11 | Accepted: 2026/06/2 | Published: 2026/06/16
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