Critical thinking pedagogical practices in medical education: a systematic review

• Type: Another Publication in an International Scientific Journal
• Date: 2024

Authors

Araújo, B (Author) Other; Gomes, F (Author) Other; ribeiro, l (Author) FMUP

Journal

Title: Frontiers in Medicine

Vol. 11

Publisher: Frontiers Media

Indexing

Scopus - 0 Citations

Other information

Authenticus ID: P-010-ZVG

DOI: 10.3389/fmed.2024.1358444

Abstract (EN): Introduction: The development of critical thinking (CT) has been a universal goal in higher education. A systematic review of the literature was conducted to evaluate the effectiveness of currently used pedagogical practices to foster CT/ clinical reasoning (CR)/ clinical judgment (CJ) skills and/or dispositions in undergraduate medical students. Methods: PubMed, Web of Science and Scopus databases were searched from January 2010 to April 2021 with a predefined Boolean expression. Results: Of the 3221 articles originally identified, 33 articles were included by using PICOS methodology. From these, 21 (64%) reported CR pedagogical practices and 12 (36%) CT pedagogical practices. Discussion: Overall, pedagogical practices such as cognitive/visual representation, simulation, literature exposure, test-enhancing and team-based learning, clinical case discussion, error-based learning, game-based learning seem to enhance CT/CR skills and/or dispositions. Further research is required to identify the optimal timing, duration and modality of pedagogical interventions for effectively foster CT/CR in medical education. Copyright © 2024 Araújo, Gomes and Ribeiro.

Language: English

Type (Professor's evaluation): Scientific