Hamadan University of Medical Sciences Avicenna journal of Care and Health in Operating Room 2981-0639 3 4 2020 12 16 Unlocking Self-directed Learning and Emotional Resilience Through Critical Thinking Instruction in Medical Students: A Quasi-experimental Study 130 136 10.34172/ajchor.123 EN Ghazaleh Hokmi https://orcid.org/0009-0000-1549-6916 Saeid Sharifi Rahnemo https://orcid.org/0000-0002-1601-1674 Journal Article 10.34172/ajchor.123 2025 09 21 2025 11 05 Introduction: Critical thinking is regarded as an essential skill for accurately analyzing situations, evaluating evidence, and making sound decisions, with significant impacts on key variables such as self-directed learning and emotion regulation. The present study aimed to investigate the effects of critical thinking training on levels of academic self-direction and emotion regulation among medical students. Methods: In this quantitative quasi-experimental study, a pre-test/post-test design with a control group was employed. The statistical population consisted of 4149 students at Hamadan University of Medical Sciences. A total of 30 students were selected using convenience sampling method and randomly assigned to either an experimental group (n=15) or a control group (n=15). Data were collected using the Watson-Glaser Critical Thinking Appraisal, Fisher’s standard questionnaire for academic self-directed learning, and the Emotion Regulation Questionnaire (ERQ, 2003). Critical thinking training, based on the approaches of Halpern, Fisher, and Ennis, was delivered to the experimental group in 6 two-hour sessions. Hypotheses were tested using multivariate analysis of covariance (MANCOVA). Results: Prior to the intervention, no statistically significant differences were observed between the two groups in demographic variables, academic self-direction, or emotion regulation (P>0.05). However, the experimental group demonstrated significantly higher levels of academic self-direction and emotion regulation compared to the control group after the intervention (P<0.05), indicating a significant effect of the training. Conclusion: The findings suggest that critical thinking training can serve as an effective intervention for enhancing academic self-direction and emotion regulation in medical students. These results underscore the importance of incorporating critical thinking instruction into educational curricula to improve students’ academic and emotional competencies.