Teaching Critical Thinking in Graduate Medical Education: Lessons Learned in Diagnostic Radiology.

• Type of Material: Article
• Authors: Benjamin Morrissey, University of Utah; Marta Heilbrun, Emory University
• Language: English
• Date: 2017-01
• Publisher: SAGE
• Publication Version: Final Published Version
• Copyright Statement: © The Author(s) 2017
• License: Creative Commons Attribution-Noncommercial 3.0 Unported
• Final Published Version (URL): http://dx.doi.org/10.1177/2382120517696498
• Title of Journal or Parent Work: J Med Educ Curric Dev
• Volume: 4
• Start Page: 2382120517696498
• End Page: 2382120517696498
• Grant/Funding Information: The author(s) received no financial support for the research, authorship, and/or publication of this article.
• Keywords: residency; graduate medical education; Critical thinking; value based; flipped class room; radiology
• Research Categories: Health Sciences, Education; Health Sciences, Radiology

Abstract

The 2014 Institute of Medicine report, Graduate Medical Education that Meets the Nation's Health Needs, challenged the current graduate medical training process and encouraged new opportunities to redefine the fundamental skills and abilities of the physician workforce. This workforce should be skilled in critically evaluating the current systems to improve care delivery and health. To meet these goals, current challenges, motivations, and educational models at the medical school and graduate medical education levels related to formal training in nonclinical aspects of medicine, especially critical thinking, are reviewed. Our diagnostic radiology training program is presented as a "case study" to frame the review.