Concepts in Critical Thinking Applied to Caries Risk Assessment in Dental Education

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Critical thinking is ubiquitous in patient care. One track for critical thinking develops skillsets emulating the thought process of the master clinician using probing questions and has been offered in treatment planning, literature search, and critique, risk assessment in caries and geriatrics, technology decision‐making, EBD, and IPP. This paper offers 2 additional critical thinking skillsets following this emulation model in social work and ethics. Conceptualization, another form of critical thinking, is also ubiquitous in health care, yet almost no literature exists to guide learning and assess performance on conceptualization. This paper introduces for discussion 2 examples of conceptualization—“How and how much does this situation differ from the ideal?” and “How does the student/practitioner conceptualize the outcome prior to the imminent procedure?” —used continually by the practitioner in patient care situations. The result is 4 additional critical thinking skillsets at different stages of development in the armamentarium for the teacher.

Section: Context For Critical Thinking Learning Methodologymentioning

confidence: 96%

“…Progression to a skillset applicable to patient care can then follow a path as described previously for caries risk progression. 3…”

Section: Social Workmentioning

confidence: 99%

Section: Introduction and Background On Models For Critical Thinking mentioning

confidence: 99%

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Two critical thinking models—probing questions and conceptualization—adding 4 skillsets to the teacher's armamentarium

Johnsen

Flick

Butali

et al. 2020

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“…Once the skillsets were developed and introduced to students, those students were directly assessed in the act of critical thinking, using both objective and subjective measures 7 , 9 , 12 . The assessment of the student's success employing the skillsets was based on the following questions: 1) Does the student know the steps in the process and systematically apply each step to the patient or case?…”

Section: Design Of Critical Thinking Skillsetsmentioning

confidence: 99%

Critical Thinking Theory to Practice: Using the Expert's Thought Process as Guide for Learning and Assessment

Marshall

Marchini

Cowen

et al. 2017

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Critical thinking skills are essential for the successful dentist, yet few explicit skillsets in critical thinking have been developed and published in peer-reviewed literature. The aims of this article are to 1) offer an assessable critical thinking teaching model with the expert's thought process as the outcome, learning guide, and assessment instrument and 2) offer three critical thinking skillsets following this model: for geriatric risk assessment, technology decision making, and situation analysis/reflections. For the objective component, the student demonstrates delivery of each step in the thought process. For the subjective component, the student is judged to have grasped the principles as applied to the patient or case. This article describes the framework and the results of pilot tests in which students in one year at this school used the model in the three areas, earning scores of 90% or above on the assessments. The model was thus judged to be successful for students to demonstrate critical thinking skillsets in the course settings. Students consistently delivered each step of the thought process and were nearly as consistent in grasping the principles behind each step. As more critical thinking skillsets are implemented, a reinforcing network develops.

“…In some cases, student‐led approaches have been expanded to student‐led clinics for patient care, thus challenging students to critically think from both a patient care perspective and a financial model perspective 34 . Some groups are approaching this challenge by creating workflows in student clinics that require a combined knowledge of clinical risk assessment across disciplines and individual patient need measurements in clinical settings 29 . This reinforcement of critical thinking while in clinical care will better prepare students to work in sustainable intra‐ and interprofessional models of patient care.…”

Section: Dental Education Outcomes Needed To Address Changesmentioning

confidence: 99%

Dental Education Required for the Changing Health Care Environment

Fontana

González-Cabezas

Peralta

et al. 2017

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To be able to meet the demands for care in 2040, dental graduates will need to address challenges resulting from the rapidly changing health care environment with knowledge and sets of skills to build on current standards and adapt to the future. The purposes of this article are to 1) analyze key challenges likely to evolve considerably between now and 2040 that will impact dental education and practice and 2) propose several sets of skills and educational outcomes necessary to address these challenges. The challenges discussed include changes in prevalence of oral diseases, dental practice patterns, materials and technologies, integrated medical-dental care, role of electronic health records, cultural competence, integrated curricula, interprofessional education, specialty-general balance, and web/cloud-based collaborations. To meet these challenges, the dental graduate will need skills such as core knowledge in basic and clinical dentistry, technical proficiency, critical thinking skills for lifelong learning, ethical and professional values, ability to manage a practice, social responsibility, and ability to function in a collegial intra- and interprofessional setting. Beyond the skills of the individual dentist will be the need for leadership in academia and the practice community. Academic and professional leaders will need to engage key constituencies to develop strategic directions and agendas with all parties pointed toward high standards for individual patients and the public at large. This article was written as part of the project "Advancing Dental Education in the 21 Century."