Relation among Critical Thinking, Peer Learning, Help-Seeking Strategies and Academic Performance in Undergraduate Medical Students of Bangladesh

Authors

  • Md Ashraful Kabir Associate Professor (Anatomy) in situ, OSD (Directorate General of Health Services), Mohakhali, Dhaka.
  • Kazi Khairul Alam Former Professor (Teaching Methodology), Centre for Medical Education (CME), Mohakhali, Dhaka
  • Md Humayun Kabir Talukder Registrar, BMEAC & Former Director (RPCD), DGME
  • Biplab Kumar Das Associate Professor (Cardiology) in situ, OSD (Directorate General of Health Services), Mohakhali, Dhaka
  • Ehsamul Azim Professor (Community Medicine), Green life Medical College, Dhaka
  • Md Shakaoath Hossain Assistant Professor (General Surgery), OSD (Directorate General of Health Services), Mohakhali, Dhaka

DOI:

https://doi.org/10.3329/bjme.v17i1.87080

Keywords:

Critical thinking, Peer learning, Help-seeking, Academic performance, Undergraduate medical students of Bangladesh

Abstract

Background: Critical thinking, peer learning, and help-seeking are key to academic performance because they help students solve problems, build understanding, and get support when needed. Objective: Medical students rely on rote memorization in their studies, which limits their deep understanding. Deep and analytical skill is essential for clinical application of medical knowledge. For this reason, effective learning strategies such as critical thinking, peer learning, and help-seeking are essential.Method: This study was conducted on MBBS students and intern doctors. The sample size was 840, taken from 8 medical colleges in Bangladesh. It was a cross-sectional descriptive study. A self-administered structured questionnaire was used for data collection, and data were statistically analyzed. Results: The mean scores of students' agreement on various statements related to critical thinking ranged from 4.36 to 5.6, with an overall score of 5.04. For peer learning, the mean scores ranged from 4.98 to 5.68, with an overall score of 5.39. Regarding help-seeking, the mean scores ranged from 4.32 to 5.98, with an overall score of 5.34. The critical thinking, peer learning, and help-seeking learning strategies showed a statistically significant association with academic performance (p < 0.05); however, the strength of correlation was consistently weak (r < 0.3). Conclusion: These strategies improved academic performance despite weak correlations. Study habits, social environment, and other factors also play important roles in academic success

BJME: Vol.-17, Issue-01, January, 2026:34-43

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Published

2026-01-12

How to Cite

Kabir, M. A., Alam, K. K., Talukder, M. H. K., Das, B. K., Azim, E., & Hossain, M. S. (2026). Relation among Critical Thinking, Peer Learning, Help-Seeking Strategies and Academic Performance in Undergraduate Medical Students of Bangladesh. Bangladesh Journal of Medical Education, 17(1), 34–43. https://doi.org/10.3329/bjme.v17i1.87080

Issue

Vol. 17 No. 1 (2026)

Section

Original Articles

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