Exploring faculty perspectives on critical thinking in medical education: Challenges, strategies, and institutional support.

Objectives: To uncover faculty members' understanding, their teaching methods, and the challenges in promoting critical thinking skills among students. Critical thinking (CT) is a reflective process that involves analyzing, evaluating, and applying clinical evidence to make informed decisions that improve patient care. This study delves into the application of critical thinking in medical education, exploring various perspectives. Critical thinking necessitates thoughtful teaching approaches and ongoing educator development.

Methods: Utilizing a phenomenographic approach, thirteen faculty members at King Saud bin Abdulaziz University for Health Sciences participated in semi-structured interviews conducted via Microsoft Teams. Interview transcripts were thematically analyzed using MAXQDA software.

Results: The analysis identified five main themes concerning critical thinking at KSAU-HS, covering its definition, implementation, challenges, importance, and impact on the educational environment. These themes provide comprehensive insights into critical thinking's significance, challenges, and implications on teaching and learning.

Conclusion: Faculty stress on critical thinking's importance for students' academic and professional success. They perceive the integration of critical thinking into teaching strategies and embedded in curriculum will significantly enhance cognitive abilities, contributing to students' overall development.