Advancing Critical Thinking Through Learning Issues in Problem-Based Learning.

Area of Science:

• Medical Education
• Health Professions Education
• Cognitive Science in Learning

Background:

• Health professions education increasingly emphasizes critical thinking and interpersonal skills.
• Problem-based learning (PBL) is a collaborative method for medical case analysis, requiring self-assessment and directed learning.
• The learning issues (LI) process within PBL necessitates self-direction and cognitive engagement.

Purpose of the Study:

• To analyze discussions during the learning issues reporting phase in an 8-week cardiac-renal PBL module.
• To evaluate the development of critical thinking and collaborative reasoning skills among participants.
• To examine changes in expert role identity and fluidity within the PBL process.

Main Methods:

• Analysis of discussions from 10 class sessions within an 8-week PBL module.
• Application of a critical thinking model based on Garrison and Newman et al.
• Observation of participants' progression from didactic reporting to active learning strategies.

Main Results:

• Significant increase in the number of learning issue reports involving collaborative thinking.
• Substantial rise in time dedicated to critical thinking as the LI process became more aligned with PBL principles.
• Observable shifts in participants' expert identity development and increased fluidity of expert roles.

Conclusions:

• Effective design of the learning issues process is crucial for fostering self-direction and collaborative critical thinking.
• PBL can cultivate essential habits for clinical reasoning and professional development in health professions learners.
• The study highlights the potential of PBL to enhance both cognitive and interpersonal competencies vital for medical practice.