Abstract Critical thinking (CT) is a vital cognitive ability that medical education aims to cultivate, enabling future physicians to navigate complex clinical scenarios, critically evaluate evidence, and make sound, informed decisions. Traditionally, medical education in India has relied heavily on rote memorization and factual recall, often at the expense of fostering higher-order thinking skills. However, with the introduction of competency-based medical education by the National Medical Commission in 2019, there has been a renewed focus on integrating CT into the curriculum. Despite this shift, several challenges remain, including outdated teaching methodologies, faculty members who lack training in modern educational practices, and, most notably, the lack of effective assessment tools that foster the development of analytical and CT skills. This paper explores the role of CT in the Indian medical education system, identifying key challenges and proposing strategies for its effective implementation. Rooted in Bloom’s Taxonomy at the levels of Analysis (Level 4) and Evaluation (Level 5), this paper advocates for a comprehensive transformation of medical education—one that integrates philosophy, pedagogy, and policy to enhance clinical teaching (CT). The future of medical training relies on cultivating critical thinkers—professionals who are capable of independent, holistic thought and adaptable to the constantly evolving landscape of healthcare.
Singh et al. (Tue,) studied this question.
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