the effect of webquest-based education on the level of critical thinking, self-efficacy, and satisfaction of midwifery students: a quasi-experimental study

Background & objective: webquest uses online resources to teach, encourage critical thinking, and self-efficacy. critical thinking leads to answers by studying new and old information. self-efficacy is a person's belief in their ability to do a specific task and affects thinking and performance. the present study aimed to look into the effect of webquest-based education on critical thinking, self-efficacy, and teaching satisfaction in midwifery students.materials & methods: this semi-experimental study was done on 34 undergraduate midwifery students at tehran university of medical sciences. students were taught the first 8 sessions of the class using the lecture method and the next 8 sessions using webquest. before the carry out of webquest, students filled in socio-demographic and academic questionnaires, the critical thinking disposition scale, and the general sherer self-efficacy scale. at the end of the first 8 sessions, the first webquest session started in week 9. at the end of the second 8 sessions, students filled in the first set of questionnaires again along with the teaching satisfaction questionnaire. data analysis was done using spss statistical software.results: webquest-based education did not show a statistically important difference in critical thinking compared to before the intervention (p = 0.299), and showed an important increase only in the perfection and maturity subscale (p = 0.001). self-efficacy showed an important increase compared to before the intervention (p < 0.001). the intervention also led to an important increase in self-efficacy (p < 0.001). the results of satisfaction with teaching showed that the level of learning stability was moderate to low in 70.6% of the students. more than half of the students (55.9%) were willing to attend the class again, and 58.8% were not willing to take other courses in this way.conclusion: the results showed that webquest teaching improved students' self-efficacy but was not effective on critical thinking. it is suggested that teachers use this method in class.