Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students

Abstract

Introduction. This study aimed to investigate dental students’ clinical reasoning and diagnostic thinking ability by key feature test and “diagnostic thinking inventory” questionnaire. Methods. The present study was a descriptive cross-sectional study. The participants consisted of 61 senior dental students. Clinical reasoning and diagnostic thinking were assessed by key feature tests and the “diagnostic thinking inventory” “DTI” questionnaire, respectively. The “diagnostic thinking inventory” was developed by Bordage et al. in France and consisted of 41 questions on a 6-point Likert scale. The satisfaction of students was assessed through a 10-item questionnaire. Data were analyzed using SPSS 19 with descriptive tests (mean, SD, and percentage), student independent T-test, and Pearson correlation. The significance level was determined at p < 0.05 . Results. The mean scores of the key feature test were 56.55 ± 7.80. Diagnostic thinking scores of learners were reported in diagnostic thinking 136.47 ± 16.45, flexibility in thinking 72.22 ± 11.15, and structure of memory 64.24 ± 7.84. The difference in students’ scores in flexibility in thinking was significantly higher among male students than female students. ( p -value = 0.04). The students’ satisfaction scores were 3.53 ± 0.52, which showed relative satisfaction. Conclusion. The participants’ clinical reasoning and diagnostic thinking skills were reported at a low level. This issue emphasizes the need for training to enhance diagnostic thinking and clinical reasoning in dental education. Formative evaluation and reform of the educational programs of this course should be considered.

Students' experience and perceptions of undergraduate endodontic education in New Zealand

“…Notably, although students performed well in evaluating individual elements, for example assessing tooth restorability and healing, they were less consistent in making correct responses when the integration of clinical findings was needed. Similar findings were identified recently by Owlia et al [29] who attributed this to students limited clinical practice experience. The findings from this study highlight that learning opportunities that promote ongoing practice at critical thinking and require students to synthesise multiple pieces of information are important within an endodontic curriculum for clinical problem‐solving.…”

“…Clinical reasoning is a core competency for independent practice requiring practitioners to work through clinical problems, establish an accurate diagnosis, justify clinical decisions and demonstrate professional responsibility. A recent study also evaluated the higher thinking and reasoning of senior dental students viewing cases of oral disease [29]. They found that the diagnostic thinking was poor among dental students which is in contrast to the current findings and may be reflective of the emphasis placed on diagnosis in the didactic curriculum.…”