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METHODOLOGICAL FOUNDATIONS FOR DEVELOPING CRITICAL THINKING
OF MEDICAL UNIVERSITY STUDENTS THROUGH A PSYCHOLOGICAL
APPROACH.
Tajiboyeva Odinakhon Rustamjon kizi,
Andijan State Medical Institute.
Department of “Uzbek Language and Literature, Languages”. Psychology teacher.
+998938103445
odinaxontojiboyeva.98@gmail.com
Annotation:
This article analyzes the methodological foundations for developing critical
thinking skills among medical university students through a psychological approach. The
psychological and pedagogical essence of critical thinking, key factors contributing to its
development, and effective teaching methods are explored. The article is based on the theoretical
views of modern scholars in pedagogy and psychology.
Keywords:
critical thinking, psychological approach, medical education, methodology, students.
INTRODUCTION.
Critical thinking is the ability of a person to form their own thoughts independently, rationally,
and analytically, to evaluate information, approach problems deeply, and make reasonable
decisions. This type of thinking is not merely about criticizing, but about analyzing based on
evidence and logic.
Critical thinking is currently recognized as a key cognitive competency required in all areas,
particularly in medical education. Students studying at medical universities must not only
acquire theoretical knowledge but also possess independent thinking skills, the ability to analyze
problematic situations, and make prompt, well-reasoned decisions. Therefore, developing their
critical thinking through modern psychological and pedagogical methods is essential. Research
indicates that critical thinking does not develop spontaneously; rather, it requires structured
methodologies and approaches. In particular, the psychological approach — which involves
understanding the student as a personality, considering their psychological development stages,
and individualizing the learning process — offers deeper opportunities to foster critical thinking
(Vygotsky, 1978; Halpern, 2014).
This article aims to develop and substantiate an effective methodology based on a psychological
approach for fostering critical thinking among medical students.
METHODS.
This study employed theoretical, empirical, and practical methods in combination. Theoretical
analysis was based on psychological-pedagogical literature. Furthermore, international research
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and contemporary scholars’ approaches to critical thinking (Facione, Halpern, Brookfield, Paul
& Elder) were analyzed. In the empirical stage, interviews, observations, and diagnostic surveys
were conducted among 2nd and 3rd-year medical university students. The "Critical Thinking
Level" test and the "Readiness for Reflective Learning" test (Kember & Leung) were used in the
study. In the practical stage, training sessions aimed at developing critical thinking, problem-
based learning activities, and group thinking methods (debate, SWOT, concept maps) were
piloted. The results were evaluated through statistical and qualitative analysis.
RESULTS.
The preliminary diagnostics conducted among 92 second - year and third -year medical students
revealed that 63% of participants demonstrated an initial level of critical thinking skills, 27%
were at an intermediate level, and only 10% exhibited a high level of critical thinking. According
to the reflective thinking test, students showed limited preparedness for analyzing their learning
and developing personal growth strategies. Following the implementation of training sessions
focused on critical thinking, problem-based tasks, and group activities, students showed positive
improvement in forming critical questions, expressing evidence-based opinions, and accepting
alternative perspectives. For instance, the number of students with a high level of critical
thinking in the experimental group increased from 10% to 36%.
Experimental Group
63%
99%
+36%
Control Group
27%
28%
+1%
These results demonstrate that the use of psychological-pedagogical methods effectively
enhances critical thinking skills among students. The experimental group's progress confirms the
value of structured training in fostering analytical and reflective capabilities essential for future
medical professionals.
DISCUSSION.
The results of the study indicate that psychological approach-based methodologies play a
significant role in developing critical thinking in medical students. Considering students'
psychological characteristics, viewing them as active participants, and activating their emotional
and reflective capacities contribute to effective critical thinking development. As Facione
emphasized, critical thinking is a purposeful, reasoned, and self-regulatory way of thinking.
Halpern states that professionals in the medical field must possess the ability to analyze quickly
and thoroughly, which is closely related not only to teaching strategies but also to the student's
psychological readiness.
Moreover, the application of debates, SWOT analysis, concept maps, and reflective writing in
the classroom demonstrated gradual improvement in students’ critical thinking skills.
CONCLUSION.
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The findings of the study confirm that an integrated psycho-pedagogical approach is effective in
developing critical thinking among medical students. Through targeted training sessions,
problem-based learning, and reflective activities, students enhanced their skills in analyzing
ideas, identifying alternative solutions, and making evidence-based decisions. This experience
indicates that incorporating psychological elements into medical education significantly
contributes to the development of students’ critical thinking abilities.
REFERENCES
1. Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
2. Halpern, D. F. (2014). Thought and Knowledge: An Introduction to Critical Thinking (5th ed.).
Psychology Press.
3. Paul, R., & Elder, L. (2019). Critical Thinking: Tools for Taking Charge of Your Professional
and Personal Life. Rowman & Littlefield.
4. Brookfield, S. D. (2012). Teaching for Critical Thinking: Tools and Techniques to Help
Students Question Their Assumptions. Jossey-Bass.
5. Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions
and abilities. University of Illinois.
This study aimed to develop critical thinking skills among medical institute students. The
experimental methodology involved several stages:
1. Participants: A total of 92 medical students participated in the study. They were randomly
divided into experimental and control groups.
2. Initial Assessment: The students' initial levels of critical thinking were assessed using
diagnostic tests and reflective writing tasks. These tools helped determine their baseline ability to
analyze problems and make evidence-based decisions.
3. Training and Practical Activities (Experimental Group): The experimental group participated
in specially designed psychological and pedagogical training sessions focused on developing
critical thinking. These included:
Problem-based tasks: Students were asked to analyze complex medical scenarios requiring
reasoned judgment.
Group work: Collaborative activities encouraged students to share, compare, and defend their
viewpoints.
Reflective writing: Students reflected on the training sessions, helping them internalize critical
thinking practices.
4. Control Group: The control group continued with their regular coursework without any
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targeted intervention for critical thinking development.
5. Final Assessment: After the intervention, all participants were re-evaluated using similar tools.
The critical thinking levels of the experimental group showed significant improvement compared
to the control group.
The following table summarizes the outcomes:
Group Initial Level After Experiment Change.
Experimental Group 63% 99% +36%
Control Group 27% 28% +1%
Certainly! Here's the English translation:
Critical thinking is the ability of a person to form their own thoughts independently, rationally,
and analytically, to evaluate information, approach problems deeply, and make reasonable
decisions. This type of thinking is not merely about criticizing, but about analyzing based on
evidence and logic
The Importance of Critical Thinking in Education:
1. Develops independent thinking – Students learn not just to memorize what the teacher
provides, but to analyze, ask questions, and express opinions.
2. Teaches problem-solving – Students approach real-life problems with scientific and logical
reasoning.
3. Increases learning motivation – Through critical thinking, students become more active and
their interest in learning grows.
4. Enhances information analysis skills – Helps students critically evaluate data from the internet
and other sources.
The Importance of Critical Thinking in Medicine:
1. Accurate diagnosis and decision-making – Doctors thoroughly study the patient’s condition
and make evidence-based decisions.
2. Develops scientific reasoning – In modern medicine, critical thinking is essential for
understanding, analyzing, and evaluating innovations.
3. Prevents errors – Doctors question their own decisions to detect and prevent possible mistakes.
4. Conscious approach to ethical issues – Helps in understanding medical ethics and choosing the
morally right path in complex situations.
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Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
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If you’d like, I can also suggest lessons or methodological recommendations based on critical
thinking.
