Debate: a teaching-learning strategy for developing competence in communication and critical thinking

Area of Science:

• Health Sciences Education
• Pedagogical Strategies

Background:

• Debate is recognized for fostering critical thinking, analytical skills, teamwork, and communication.
• Successful implementation in nursing and occupational therapy programs suggests broader applicability.

Purpose of the Study:

• To evaluate the benefits of debate as a teaching-learning strategy in health sciences education.
• To explore its effectiveness in developing student competencies for handling controversial topics.

Main Methods:

• Literature review highlighting the advantages and disadvantages of debate as a pedagogical tool.
• Analysis of student engagement and skill development through active participation in debates.

Main Results:

• Debate significantly enhances critical thinking, analytical skills, and communication.
• Students develop competencies in research, argumentation, active listening, and evidence-based opinion formation.
• Despite potential drawbacks, the benefits of debate as a teaching strategy are substantial.

Conclusions:

• Debate is a highly effective pedagogical strategy in health sciences, promoting active learning and student responsibility.
• It equips students with essential skills for navigating complex and controversial issues.
• The engaging nature of debate contributes positively to the overall learning experience.