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Critical thinking disposition among Thai dental students
Kittichai Sireerat1, Naoko Seki1,2, Masako Akiyama3
1Department of Dental Education Development, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan.
Journal of Dental Education
|March 6, 2022
Summary
This study surveyed critical thinking in Thai dental students, finding mixed results. While some aspects correlated with academic performance, further pedagogical strategies are needed to enhance critical thinking skills in dental education.
Area of Science:
- Dental Education
- Healthcare Professional Training
- Cognitive Skills Assessment
Background:
- Critical thinking is vital for healthcare professionals.
- Its application in Thai dental education is underexplored.
- Assessing critical thinking disposition is crucial for curriculum development.
Purpose of the Study:
- To evaluate the critical thinking disposition of Thai dental students.
- To investigate the relationship between critical thinking disposition and academic performance (GPA).
- To identify areas for improvement in dental education pedagogy.
Main Methods:
- Online questionnaire administered to 322 Thai dental students.
- Data collected included demographics, GPA, and California Critical Thinking Disposition Inventory (CCTDI) scores.
- Statistical analysis using one-way ANOVA and Spearman's correlation.
Main Results:
- 279 students completed the survey (86.6% response rate).
- Ambivalent scores observed in truth-seeking, systematicity, and maturity of judgment subscales.
- Weak correlations found between most CCTDI subscales and GPA, with exceptions in systematicity and confidence in reasoning.
Conclusions:
- The study identified strengths and weaknesses in Thai dental students' critical thinking.
- While some dispositional aspects correlated with GPA, a direct link to overall academic outcomes was not established.
- Further research into pedagogical strategies to foster critical thinking in dental students is recommended.
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