Skeptical Tarot: an innovative strategy for teaching critical thinking in health: an experience report

Abstract

INTRODUCTION: Critical thinking is essential for the training of health professionals, particularly in the context of misinformation and quackery. Traditional education, which is often theoretical, limits the practical application of knowledge. Active methodologies such as gamification have emerged as effective alternatives. This report describes the development and implementation of “Skeptical Tarot,” a teaching tool designed to illustrate logical fallacies and cognitive biases in an engaging and practical manner. OBJECTIVES: To detail the experience of creating and using the “Skeptical Tarot” in epidemiology classes for medical students with the aim of enhancing critical thinking. METHODS: The tool was developed based on a review of fallacies and biases, resulting in illustrated cards featuring controversial characteristics and scenarios. The activity was conducted in two classes (80 students). Students were tasked with constructing fallacious arguments and participated in guided critical discussions, during which they analyzed and identified reasoning errors. RESULTS AND DISCUSSION: The “Skeptical Tarot” generated high levels of engagement and facilitated the comprehension of complex concepts. The presentations encouraged creativity and promoted in-depth reflection on the importance of ethical and evidence-based communication. However, limitations such as the qualitative nature of the evaluation and restricted application context indicate the need for broader, quantitative studies. CONCLUSION: “Skeptical Tarot” proved to be an innovative and promising strategy for teaching critical thinking, underscoring the value of active methodologies in health education. Future research should explore long-term effectiveness and adaptability to different contexts.