title: Debate: a teaching-learning strategy for developing competence in communication and critical thinking.
abstract: The literature highlights key benefits from debate as a teaching-learning strategy for developing critical thinking and analytical skills while fostering teamwork and communication. Authors report that this method of teaching-learning has been implemented successfully in nursing and occupational therapy programs and would benefit other academic programs in the health sciences, particularly in courses that cover controversial issues. Although there are disadvantages to using the debate as a teaching-learning strategy, the benefits far outweigh the disadvantages. In conclusion, debating is an effective pedagogical strategy because of the level of responsibility for learning and active involvement required by all student debaters. Moreover, it provides an experience by which students can develop competencies in researching current issues, preparing logical arguments, actively listening to various perspectives, differentiating between subjective and evidence-based information, asking cogent questions, integrating relevant information, and formulating their own opinions based on evidence. After the debate is over, students also report that the experience is FUN!
authors.affiliation: Gene W. Hirschfeld School of Dental Hygiene, Old Dominion University, Norfolk, Va., USA. mdarby@odu.edu
authors.forename: Michele
authors.initials: M
authors.lastname: Darby
mesh_terms: D003756:Dental Hygienists / Q000193:education*; D006801:Humans; D010565:Persuasive Communication; D013663:Teaching / Q000379:methods*