en آموزش پزشکی Medical Education پژوهشي اصیل Orginal Research <span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="font-size:16px;"><span style="unicode-bidi:embed"><b><span lang="X-NONE"><span style="color:black">Background & Objective:</span></span></b> <span lang="X-NONE"><span style="color:black">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&rsquo;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.</span></span></span><br> <span style="unicode-bidi:embed"><b><span lang="X-NONE"><span style="color:black">Materials & Methods:</span></span></b> <span lang="X-NONE"><span style="color:black">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.</span></span></span><br> <span style="unicode-bidi:embed"><b><span lang="X-NONE"><span style="color:black">Results:</span></span></b> <span lang="X-NONE"><span style="color:black">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.</span></span></span><br> <span style="unicode-bidi:embed"><b><span lang="X-NONE"><span style="color:black">Conclusion:</span></span></b> <span lang="X-NONE"><span style="color:black">The results showed that WebQuest teaching improved students&rsquo; self-efficacy but was not effective on critical thinking. It is suggested that teachers use this method in class.</span></span></span></span></span></span><br> &nbsp; WebQuest, critical thinking, self-efficacy, satisfaction, midwifery 35 46 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-1920-2&slc_lang=en&sid=1 Azam Mohammadi mohammadi_a222@yahoo.com 5300319475328460036220 5300319475328460036220 No Department of Reproductive Health and Midwifery, Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran Mehrnaz Geranmayeh Geranmay@tums.ac.ir 5300319475328460036221 5300319475328460036221 No Department of Reproductive Health, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran Ellahe Bahrami-Vazir bahramivazir2541@yahoo.com 5300319475328460036222 5300319475328460036222 Yes Department of Midwifery, Faculty of Nursing and Midwifery, Ilam University of Medical Sciences, Ilam, Islamic Republic of Iran