Review of Critical Thinking for Medical and Graduate Students, by Jonathan M. Berman, Troy Camarata, and Tony A. Slieman
DOI:
https://doi.org/10.14507/er.v33.4640Resumen
This book addresses the gap between memorizing facts and using them in high-stakes clinical moments. The authors use dual-process theory to define critical thinking as "System 2" reasoning. This deliberate reflection is treated as a core professional skill rather than an optional add-on. Focusing on metacognition and cognitive biases, the authors explain how mental shortcuts like availability and confirmation bias lead to systematic diagnostic errors. A key strengthof the book is its practical strategies, such as information triage, which help students organize data into mental models called "schemata".
This review explores the relationship between general thinking skills and domain-specific expertise. While the book provides an excellent foundation, it raises questions about how much context matters in clinical reasoning. The article emphasizes that teaching critical thinking requires a culture that supports reflection over speed. Ultimately, the text encourages a mindset of scientific skepticism and self-awareness. These traits are essential for navigating the uncertainty of modern medicine.
Biografía del autor/a
Manouchehr Madani Civi, University of British Columbia
Manouchehr Madani Civi, MD, MHSc, MET, is an accomplished physician and educator with over two decades of experience in university-level teaching and academic mentorship. Currently a Lecturer at the University of British Columbia (UBC), he plays a vital role in the MD Undergraduate Program. His work primarily involves small-group instruction, Case-Based Learning (CBL) facilitation, and the supervision of FLEX scholarly projects. Through these roles, he focuses on fostering critical thinking, research proficiency, and reflective learning within structured academic settings. These efforts are designed to prepare future healthcare professionals for the demands of modern medical practice. His academic background is extensive, holding both a Doctor of Medicine (MD) and a Master of Health Science (MHSc). He is further advancing his expertise by pursuing a Master of Educational Technology (MET) at UBC, focusing on innovative teaching strategies. He has authored numerous articles in medical research and education, specifically exploring how digital tools can enhance health sciences learning. Ultimately, he remains dedicated to improving professional training environments through evidence-based pedagogy and the thoughtful integration of technology.
Citas
Araújo, B., Gomes, S. F., & Ribeiro, L. (2024). Critical thinking pedagogical practices in medical education: A systematic review. Frontiers in Medicine, 11, 1358444. https://doi.org/10.3389/fmed.2024.1358444
Brooks, J. S., Muller, D., Campbell, P., Yu, A., Southwell, B., & Korin, M. (2024). Teaching medical students to communicate risks like military intelligence analysts. Journal of Medical Education and Curricular Development, 11, 23821205241278182. https://doi.org/10.1177/23821205241278182
Châlon, B., & Lutaud, R. (2024). Enhancing critical thinking in medical education: A narrative review of current practices, challenges, and future perspectives in context of infodemics. La Presse Médicale Open, 5, 100047. https://doi.org/10.1016/j.lpmope.2024.100047
Choi, J. J., Gribben, J., Lin, M., Abramson, E. L., & Aizer, J. (2023). Using an experiential learning model to teach clinical reasoning theory and cognitive bias: An evaluation of a first-year medical student curriculum. Medical Education Online, 28(1), 2153782. https://doi.org/10.1080/10872981.2022.2153782
Corrao, S., & Argano, C. (2022). Rethinking clinical decision-making to improve clinical reasoning. Frontiers in Medicine, 9, 900543. https://doi.org/10.3389/fmed.2022.900543
Gabbard, T., & Romanelli, F. (2021). The accuracy of health professions students' self-assessments compared to objective measures of competence. American Journal of Pharmaceutical Education, 85(4), 275-280. https://doi.org/10.5688/ajpe8405
Jay, R., Davenport, C., & Patel, R. (2024). Clinical reasoning - the essentials for teaching medical students, trainees and non-medical healthcare professionals. British Journal of Hospital Medicine, 85(7), 1-8. https://doi.org/10.12968/hmed.2024.0052
Kahneman, D. (2013). Thinking, fast and slow. Farrar, Straus and Giroux.
Norman, G., Pelaccia, T., Wyer, P., & Sherbino, J. (2024). Dual process models of clinical reasoning: The central role of knowledge in diagnostic expertise. Journal of Evaluation in Clinical Practice, 30(5), 788-796. https://doi.org/10.1111/jep.13998
Zheng, B., & Sun, T. (2025). Self-regulated learning and learning outcomes in undergraduate and graduate medical education: A meta-analysis. Evaluation & the Health Professions, 48(4), 430-450. https://doi.org/10.1177/01632787241288849
[Book reviewed] Berman, J. M., Camarata, T., & Slieman, T. A. (2025). Critical thinking for medical and graduate students. The MIT Press.
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