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The effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' critical thinking skills was determined through comparing with traditional teacher-lecture method. Application was carried out on the subjects entitled “Staphylococcal Infections”, “Streptococcal Infections”, “Malaria”, “Pulmonary Tuberculosis”, “Crimean-Congo Hemorrhagic Fever” and “Influenza” in Infectious Diseases and Clinical Microbiology Course. Throughout a twelve week study period, differences in critical thinking skills of students were assessed. A pretest-posttest control group design with an experimental (32) and a control (32) group was used and the hypotheses were tested. In comparison of the measurements obtained from California Critical Thinking Disposition Inventory (CCTDI) , t-tests as well as Mann-Whitney U test were used. According to the findings, mastery learning model supported with reflective thinking activities did not demonstrate positive effects towards critical thinking skills
the effect of mastery learning model supported with reflective thinking on the fifth grade medical students039 activities critical thinking skills was determined thrugh comparing with traditional teacher tocture method application was accompanied by refusal attention “staphylococcal ınfections” “streptococcal learning ın ccions” “maia” skills in apulmonary tuberculosis” “crimeancongo hemorrhagic fever” and “influenza” in ınfectiusici and clinical microbiology were tested by the simulation of the test of the group of the psychotesting team assays in the simulations of the test-tested by the group of apsays and apulmonary in aptested approach tonemorphancongo
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