Abstract
PurposeTo explore and describe the evidence about questioning the training of undergraduate health and social sciences students and their critical thinking (CT). In addition, it identifies the gap to guide further research. Design and Review MethodA scoping review was conducted by using the population, concept, and context framework. Data SourcesLiterature was searched in four databases which include the Education Resources Information Center, African Education Research Database, PubMed, and Cumulated Index to Nursing and Allied Health Literature. Ten articles were included in this review after screening for the set criteria. ResultsMost of the studies reported enhancement in CT dispositions and skills after implementing questioning strategies. Moreover, the level of questions changed from lower to higher after the intervention. However, the review found heterogeneity in discipline, intervention, tool, and time of measurement. ConclusionThe current evidence is inconclusive about the effect of questioning strategies on developing students’ CT. This highlights the need for additional empirical evidence by using a comprehensive strategy to promote CT in undergraduate students.
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