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Cultivating critical thinking in the clinical learning environment.
L S Behar-Horenstein1, T A Dolan, F J Courts
1Department of Educational Leadership, Policy, and Foundations, College of Education, University of Florida, Gainesville, FL 32611-7049, USA. lsbhoren@ufl.edu
Journal of Dental Education
|September 6, 2000
Summary
Dental schools need to improve how they teach critical thinking skills. This study found these essential skills are rarely taught in clinics, highlighting a need for better curriculum planning and instruction.
Area of Science:
- Dental Education
- Clinical Skills Training
- Critical Thinking Pedagogy
Background:
- Dental education research indicates a gap in understanding how to effectively teach critical thinking skills within clinical settings.
- Critical thinking is vital for developing competent dental practitioners but challenging to assess quantitatively.
Purpose of the Study:
- To evaluate the frequency and nature of critical thinking skill instruction in predoctoral dental clinics.
- To identify areas for improvement in clinical teaching methodologies.
Main Methods:
- Qualitative research approach utilizing direct observation.
- Independent evaluation of faculty-student interactions in six distinct predoctoral dental clinics.
- Involved thirteen faculty members and forty-four students.
Main Results:
- Critical thinking skills were infrequently observed during clinical instruction.
- Teacher-dominated instructional methods were prevalent.
- Significant variation in teaching approaches across different dental specialties.
Conclusions:
- Predoctoral dental clinical instruction requires more intentional curriculum design focused on critical thinking.
- Regular assessment of clinical teaching practices is necessary to enhance skill development.
- Specific strategies are proposed to foster critical thinking in the dental clinical learning environment.