Enhancing critical thinking in medical education: A narrative review of current practices, challenges, and future perspectives in context of infodemics

Abstract

ObjectiveThe Covid-19 pandemic has been accompanied by a rampant spread of misinformation, posing significant risks to public health. This narrative review aims to assess the current state of critical thinking education in medical institutions, exploring its facilitators, barriers, and potential prospects. MethodsA systematic literature search was conducted to identify relevant studies. Six databases were searched using various keywords from 2007 to 2022, including articles in both English and French. The initial screening of abstracts and titles, as well as the subsequent full-text selection, were carried out through double reading. An inductive thematic approach was utilized for the analysis. ResultsOut of the 559 articles screened, 38 were included in this review. The selected articles exhibited considerable heterogeneity in terms of origin and study type. Following main themes emerged from the analysis: the challenge of defining critical thinking in the healthcare context, its integration into the curriculum, effective teaching methodologies, instructors' qualifications and approaches, methods for assessing its impact. Trainees reported a heightened sense of preparedness in navigating consultation situations impacted by controversies. They readily recognized the significance of cultivating critical thinking as an essential professional skill. ConclusionIn the post-COVID infodemic context, critical thinking in health education is gaining momentum, emphasizing both mindset and rational reasoning. This study provides a foundation for enhancing the implementation of critical thinking education.