{Reference Type}: Journal Article
{Title}: Critical thinking pedagogical practices in medical education: a systematic review.
{Author}: Araújo B;Gomes SF;Ribeiro L;
{Journal}: Front Med (Lausanne)
{Volume}: 11
{Issue}: 0
{Year}: 2024
{Factor}: 5.058
{DOI}: 10.3389/fmed.2024.1358444
{Abstract}: <B>UNASSIGNED: </B>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.<BR><B>UNASSIGNED: </B>PubMed, Web of Science and Scopus databases were searched from January 2010 to April 2021 with a predefined Boolean expression.<BR><B>UNASSIGNED: </B>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.<BR><B>UNASSIGNED: </B>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.