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

Abstract

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.

A Teaching Tool for Establishing Risk of Oral Health Deterioration in Elderly Patients: Development, Implementation, and Evaluation at a U.S. Dental School

“…33 However, because an expert's thought process for clinical decision is fast and intuitive, it is not usually presented as a structured guide to the novice. 33 However, because an expert's thought process for clinical decision is fast and intuitive, it is not usually presented as a structured guide to the novice.…”

“…33 However, because an expert's thought process for clinical decision is fast and intuitive, it is not usually presented as a structured guide to the novice. 33 The learning guide is intended to provide step-by-step guidance for students by organizing their thought processes on gathering and evaluating patients' information for analyzing their ROHD risk. 33 The learning guide is intended to provide step-by-step guidance for students by organizing their thought processes on gathering and evaluating patients' information for analyzing their ROHD risk.…”

“…33,36 In our study, the students used this guide to assess the risk of ROHD in patients they were treating during their rotations and presented their cases to faculty and peers in a fruitful interaction, enhancing the students' critical thinking skills. Thus, the learning guide is also the assessment instrument.…”

“…30,33 For this project, we adapted previously published experiences on teaching caries risk and interviewed experienced geriatric dentistry faculty members to delineate the steps they intuitively apply when processing risk factors for their clinical decision making and treatment planning for an elderly patient. 30,33 For this project, we adapted previously published experiences on teaching caries risk and interviewed experienced geriatric dentistry faculty members to delineate the steps they intuitively apply when processing risk factors for their clinical decision making and treatment planning for an elderly patient.…”

“…4,20,27 It should be also considered that many of these factors are overlapping for elderly patients, thus further increasing their risk of ROHD as compared to other age groups. 33 Considering the increased risk of ROHD among elderly patients and the devastating consequences of ROHD among this age group, it seems important to teach dental students how to assess the risk of ROHD by using critical thinking. 28 The concept that risk factors can lead to ROHD among the elderly population is similar to the concept of caries risk assessment 29 and to what has been described for the process of teaching caries risk.…”