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Background <p>Health professionals often encounter challenges in systematic problem-solving due to biases, heuristics, inflexible mindsets, and limited critical thinking (CT) capabilities. This could potentially result in compromised patient care. This study aimed to develop a module to foster critical thinking skills in postgraduate (PG) trainees, measure its impact on enhancing their CT knowledge, and evaluate their satisfaction with the module.</p> Methodology <p>A structured CT module was developed based on literature review and expert opinion. The CT knowledge of 52 first-year PGs was evaluated through Google Forms before and after implementing the module. The enhancement in CT proficiency was assessed using the Holistic Critical Thinking Scoring Rubric (HCTSR) after the course. The post-course feedback included pertinent enquiries regarding their satisfaction with the course and suggestions for refining the course content and delivery.</p> Results <p>The study demonstrated improvement in the CT knowledge as shown by the median knowledge score of PGs which improved from 17/27 to 23/27 (p-value &lt; 0.05). According to the HCTSR assessment, 69.2% of students improved their CT ability (4/5) upon completing the course. Most students (84.6%) provided feedback indicating that they felt confident applying CT skills in their future personal and professional decision-making.</p> Conclusion <p>The research underscored that a structured foundation course for PGs can serve to sensitize them to critical thinking. At this point, focus should be given to refining teaching strategies and creating environments conducive to CT in healthcare.</p> Clinical trial registration <p>Not applicable.</p>

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Unlocking minds: fostering critical thinking in postgraduates trainees through a foundation course - a prospective quasi-experimental study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月1日

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  • Veena Kumari Singh,
  • Shruti Singh,
  • Meenakshi Tiwari,
  • Ansarul Haq,
  • Sarsij Sharma,
  • Tania Moudgil

摘要

Background

Health professionals often encounter challenges in systematic problem-solving due to biases, heuristics, inflexible mindsets, and limited critical thinking (CT) capabilities. This could potentially result in compromised patient care. This study aimed to develop a module to foster critical thinking skills in postgraduate (PG) trainees, measure its impact on enhancing their CT knowledge, and evaluate their satisfaction with the module.

Methodology

A structured CT module was developed based on literature review and expert opinion. The CT knowledge of 52 first-year PGs was evaluated through Google Forms before and after implementing the module. The enhancement in CT proficiency was assessed using the Holistic Critical Thinking Scoring Rubric (HCTSR) after the course. The post-course feedback included pertinent enquiries regarding their satisfaction with the course and suggestions for refining the course content and delivery.

Results

The study demonstrated improvement in the CT knowledge as shown by the median knowledge score of PGs which improved from 17/27 to 23/27 (p-value < 0.05). According to the HCTSR assessment, 69.2% of students improved their CT ability (4/5) upon completing the course. Most students (84.6%) provided feedback indicating that they felt confident applying CT skills in their future personal and professional decision-making.

Conclusion

The research underscored that a structured foundation course for PGs can serve to sensitize them to critical thinking. At this point, focus should be given to refining teaching strategies and creating environments conducive to CT in healthcare.

Clinical trial registration

Not applicable.