Critical thinking process through the lens of paradigms and disciplines

Abstract

Critical thinking (CT) has been recognized as an important student learning outcome in medical education. Given multiple conceptualizations of CT in the literature, this study aimed to clarify the theoretical foundations of this multiplicity. Also, the incorporation of the multiple conceptions in the CT process was investigated. In this way, we conducted a critical review of published literature to explore the theoretical origin of various perceptions of CT, and its incorporation in the CT process. Based on the results of this study, different understandings of CT can be viewed through the lens of paradigmatic and disciplinary perspectives. In view of this variability, the CT process is not solely based on thinking skills, but also the key role of the context in which the CT takes place, one’s own creativity, reflection on her/his thinking process, socially construction of meaning, attitudes and dispositions toward CT, caring to others, and seeking problems through challenging the systems, should be taken into consideration.