De  barreiras a facilitadores: explorando os facilitadores do pensamento crítico na graduação em medicina

Abdullah bin Abdulrahman Al-Bader

doi:10.22633/rpge.v29iesp4.20767

Authors

Abdullah bin Abdulrahman Al-Bader King Saud bin Abdulaziz University for Health Sciences https://orcid.org/0009-0000-4234-5929

DOI:

https://doi.org/10.22633/rpge.v29iesp4.20767

Keywords:

Critical thinking, Medical education, Qualitative study, Learning environment, Problem-based learning

Abstract

Critical thinking is essential in medical education, yet research has often emphasized its barriers rather than what enables it. This qualitative study examined facilitators of critical thinking among thirteen participants, including medical students and faculty at a large university. Data were gathered through semi-structured interviews and analyzed using conventional content analysis. Five key themes emerged: supportive learning environments, interactive teaching strategies, constructive feedback, encouragement of curiosity, and the influence of role modeling. Participants noted that respect and open dialogue created psychological safety; active methods such as problem-based learning and simulations promoted deeper reasoning; and feedback and mentorship fostered reflection and honesty. The study reframes critical thinking as a process shaped by cultural, pedagogical, and relational factors. It highlights the need for educational reforms that integrate these facilitators across the curriculum and recommends further research on adapting such conditions to diverse contexts.

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Author Biography

Abdullah bin Abdulrahman Al-Bader, King Saud bin Abdulaziz University for Health Sciences

Full Professor, College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences, King Abdullah International Medical Research Center (KAIMRC), Ministry of National Guard - Health Affairs, Saudi Arabia.

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