Lessons from students in a critical thinking course: a case for the third pedagogy

Area of Science:

• Dental Education
• Cognitive Science
• Medical Pedagogy

Background:

• Calls to enhance critical thinking in dental education persist, yet empirical data on curricular impact is limited.
• Existing analyses often overlook the multifaceted nature of critical thinking development in academic settings.
• Understanding how critical thinking skills are acquired and applied is crucial for effective dental training.

Purpose of the Study:

• To analyze the impact of a dedicated critical thinking course on dental students and faculty over eight years.
• To investigate the relationship between critical thinking, personality traits, and clinical performance in dental practitioners.
• To inform curriculum design by examining the full spectrum of competency, including knowledge, skills, and values.

Main Methods:

• Analysis of course materials, student work, and subject matter knowledge tests.
• Content analysis of student and faculty challenges, critical thinking aptitude tests, and personality inventories.
• Assessment of didactic and clinical performance alongside student evaluations of instruction.

Main Results:

• Critical thinking extends beyond scientific knowledge and skills, necessitating diverse pedagogical approaches.
• Personality factors significantly predict critical thinking ability and clinical outcomes in dental students.
• Students' learning approaches are often driven by practical clinical needs rather than purely scientific principles.

Conclusions:

• Dental education curricula should adopt a holistic competency model encompassing knowledge, skills, and values.
• A "reflective practice" pedagogy is recommended to complement traditional didactic and skill-based teaching methods.
• Integrating personality assessment and practical considerations into training can optimize critical thinking development and clinical readiness.