Abstract
Abstract
Background:
Critical thinking is the ability to raise discriminating questions in an attempt to search for better ideas, a deeper understanding and better solutions relating to a given issue.
Objective:
This systematic review provides a summary of efforts that have been made to enhance and assess critical thinking in medical education.
Design:
Nine databases [Ovid MEDLINE(R), AMED, Academic Search Premier, ERIC, CINAHL, Web of Science, JSTOR, SCOPUS and PsycINFO] were searched to identify journal articles published from the start of each database to October 2012.
Results:
A total of 41 articles published from 1981 to 2012 were categorised into two main themes: (i) evaluation of current education on critical thinking and (ii) development of new strategies about critical thinking. Under each theme, the teaching strategies, assessment tools, uses of multimedia and stakeholders were analysed.
Discussion:
While a majority of studies developed teaching strategies and multimedia tools, a further examination of their quality and variety could yield some insights. The articles on assessment placed a greater focus on learning outcomes than on learning processes. It is expected that more research will be conducted on teacher development and students’ voices.
Subject
Public Health, Environmental and Occupational Health,Pediatrics, Perinatology, and Child Health
Reference136 articles.
1. On the predictive value of entry-level skills for successful studying in medical school;High Educ,1999
2. Outcome-based national profile of Mexico’s medical graduates;Med Teach,2007
3. A qualitative evaluation of medical student learning with concept maps;Med Teach,2007
4. Review of teaching methods and critical thinking skills;Radiol Technol,2011
5. Medical students’ perspective about role-plays as a teaching strategy in community medicine;J Coll Physicians Surg Pak,2012
Cited by
21 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献