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Critical Thinking Theory to Practice: Using the Expert's Thought Process as Guide for Learning and Assessment.
Teresa A Marshall1, Leonardo Marchini1, Howard Cowen1
1Dr. Marshall is Professor, Department of Preventive and Community Dentistry, University of Iowa College of Dentistry & Dental Clinics; Dr. Marchini is Assistant Professor, Department of Preventive and Community Dentistry, University of Iowa College of Dentistry & Dental Clinics; Dr. Cowen is Clinical Professor, Department of Preventive and Community Dentistry, University of Iowa College of Dentistry & Dental Clinics; Dr. Hartshorn is Clinical Assistant Professor, Department of Preventive and Community Dentistry, University of Iowa College of Dentistry & Dental Clinics; Dr. Holloway is Professor, Department of Prosthodontics, University of Iowa College of Dentistry & Dental Clinics; Dr. Straub-Morarend is Associate Professor, Department of Family Dentistry, University of Iowa College of Dentistry & Dental Clinics; Dr. Gratton is Associate Professor of Hospital Dentistry, University of Iowa Hospitals and Clinics; Ms. Solow is Associate Dean for Student Affairs, University of Iowa College of Dentistry & Dental Clinics; Dr. Colangelo is Dean and Professor, University of Iowa College of Education; and Dr. Johnsen is Dean, University of Iowa College of Dentistry & Dental Clinics.
This study introduces a new critical thinking teaching model for dentists, demonstrating its success in pilot tests. The model effectively guides students in developing essential critical thinking skills for patient care.
Area of Science:
- Dental Education
- Cognitive Skills Development
Background:
- Critical thinking is vital for dentists but lacks explicit teaching models in literature.
- Existing approaches to teaching critical thinking in dentistry are limited.
Purpose of the Study:
- To present an assessable critical thinking teaching model for dentists.
- To introduce three specific critical thinking skillsets: geriatric risk assessment, technology decision-making, and situation analysis.
- To evaluate the model's effectiveness in dental education.
Main Methods:
- Developed a teaching model focusing on the expert's thought process as a guide and assessment tool.
- Implemented three critical thinking skillsets within the model for pilot testing.
- Assessed students on objective demonstration of thought process steps and subjective grasp of principles.
Main Results:
- Pilot tests showed students achieved scores of 90% or above using the model.
- Students consistently demonstrated each step of the critical thinking thought process.
- Students showed high consistency in grasping the underlying principles of critical thinking.
Conclusions:
- The developed critical thinking model is successful for teaching dental students.
- The model facilitates the demonstration and understanding of critical thinking skillsets in educational settings.
- Implementing multiple skillsets creates a reinforcing network for continuous learning.
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