Justifying the Use of Debate as a Teaching Tool in Medical Ethics Education: Critical Thinking Dispositions, Problem-solving Skills, and Medical Professionalism*

Abstract

This article reports on a study that was conducted to test the validity of using debate as a teaching and learning method in ethics courses within medical education programs. The design and execution of an ethics course for second-year students at one medical college are described in detail. Additionally, the effectiveness of the teaching methodology is evaluated by measuring students’ critical thinking dispositions, problem-solving skills, and medical professionalism before and after the course. Debates, paired with exploratory group discussions and lectures to support these activities, were provided as modules. Reflection and thinking were promoted through post-debate activities, avoiding overheated competition. A statistically significant difference was found between students’ pre- and post-course critical thinking dispositions. Moreover, positive correlations were observed after the course between both students’ critical thinking dispositions and problem-solving skills as well as between their critical thinking dispositions and medical professionalism. Students' age and problem-solving skills were also identified as factors influencing pre- and post-course critical thinking dispositions, respectively. The results of this study suggest that educational programs that use debate as a teaching and learning method have a positive effect on medical students’ problem-solving skills and professionalism.