Developing critical thinking in medical students: influencing factors and the effectiveness of teaching methods

Abstract

Objective. The study aims to investigate the factors influencing the development of critical thinking in medical students, in particular physiological, psychological, sociocultural and technological aspects, as well as to evaluate the effectiveness of existing teaching methods and technologies for supporting this process. In the context of changes in healthcare and the development of new medical technologies, critical thinking is becoming one of the key competencies of future medical professionals. Research methods include a review of scientific publications, analysis of practical training experience at medical universities, and the use of tools to assess the level of critical thinking in students. To determine the effectiveness of critical thinking development techniques, approaches such as problem-based learning, the case method, and the integration of new technologies, in particular artificial intelligence and virtual simulations, into the learning process were analysed. Results. It was found that the development of critical thinking in medical students directly depends on their physiological state, their ability to self-assess and reflect, as well as socio-cultural conditions. Modern technologies can significantly improve the conditions for the formation of critical thinking, but the role of traditional teaching methods, such as active learning through problem-based and case-based learning, remains important. In addition, it was found that shortcomings in the organisation of the educational process, in particular the lack of clear integration of the latest technologies and insufficient attention to the psychological aspects of learning, limit the effectiveness of critical thinking development. The findings of the study point to the need to improve medical education by integrating the latest methods and technologies that stimulate the development of critical thinking in students, as well as the need for a systematic approach to the formation of this competence at all stages of learning.