Critical thinking is a key component of scientific reasoning and student success in upper level science courses. However, helping students to develop such skills is a challenge. To address this need, a series of problem-based learning (PBL) sessions were designed for a 3000-level Physiology course. While individual exercises are based in physiological content, common critical thinking learning objectives are integrated, including: 1) consideration of information sources/bias; 2) evaluation and application of data; and 3) hypothesis, experimental design, and data extrapolation. The small group PBL exercises are designed to facilitate peer teaching/learning. The presentation will introduce a design for PBL team exercises, provide examples of specific sessions with student responses and assessment measures, and demonstrate a team exercise with the audience (no scientific knowledge required). Adaptation of this critical thinking exercise format to various disciplines will be discussed.
