RESUMEN
Over the past decade, Pakistan has seen phenomenal growth in Health Profession Education. As the products of these newer medical colleges join the industry, we have received anecdotal accounts of considerable variations in competency, knowledge and attitudes towards the profession, peers, patients and the industry. The question addressed in this article is whether the assessment techniques used in medical education in Pakistan evaluate higher order critical thinking. A review of published literature in four international medical education journals, Medical Teacher, Medical Education, Journal of Pakistan Medical Association and Journal of Phy-sicians and Surgeons Pakistan was conducted through systematically searching their databases using keywords. This review covers only the methods used for assessment in medical education in Pakistan at present and their contextual relationship to measurement of critical thinking. Multiple tools used to assess each of the three domains, cognitive, psychomotor and affe-ctive were identified. Each one of these tools in relation to the context can effectively evaluate cri-tical thinking but requires careful planning and proper application. Tools used elsewhere [outside Pakistan] were holistic in their measurement with high contextual relevance. Critical thinking sets higher education apart. Currently the tools of assessment emplo-yed to evaluate knowledge, skills and attitudes in medical education in Pakistan are sound but re-quire a critical analysis and review in their construct and applicability in relation to the context. Better tools are also available that can be used to 'teach' as well as 'assess' critical thinking