The Effectiveness of Critical Thinking Training on the Happiness and Tolerance of Ambiguity in Medical Students

critical thinking is one of the objectives of higher education and as key components of mental health in students. Therefore, this study aimed to evaluate the effectiveness of teaching critical thinking on tolerance of ambiguity and happiness in students. This is a semi-experimental study based on pre-test and post-test with control group. The statistical population was students of Lorestan University of Medical Sciences. The research sample consisted of 40 students in the academic year of 95-96 who were selected by sampling method and were randomly assigned to experimental and control groups. Before and after the implementation of Critical Thinking training, Oxford Awardley et al. (Happiness) and Tolerance of ambiguity questionnaire (Mccaine and Davy Dahl's Tolerance of ambiguity) were used to measure the emotional efficiency of tolerance of ambiguity and happiness both of them have acceptable validity and reliability. Critical thinking training for the experimental group was performed separately, 10 sessions of 90 minutes, at the end two groups had post-test. During this period, no training was performed for the control group. Finally, the data obtained from the pre-test and post-test scores of the intervention group and the control group analyzed using covariance analysis through SPSS. Based on results, correlation coefficient of happiness and tolerance of ambiguity was (0.119). The mean scores of students in happiness and tolerance of ambiguity were not significantly different in both the experimental and control groups, but the mean scores of     post-test in control group about happiness was (39.06) and tolerance of ambiguity was (38.06) and the mean scores of post tests in experimental group about happiness was (62.7) and tolerance of ambiguity was (62.87) that showed a significant difference. (F=46/96, P<0/001). The results of this study showed that teaching critical thinking increased the tolerance of ambiguity and happiness in students. Considering that the use of critical thinking teaching has a positive effect on happiness and tolerance of ambiguity and it increases the happiness and tolerance of students' ambiguity, it is recommended to hold courses in this field in higher education centers.