Integrating Critical Thinking and Evidence–Based Dentistry Across a Four–Year Dental Curriculum: A Model for Independent Learning

Abstract

Introducing critical thinking and evidence-based dentistry (EBD) content into an established dental curriculum can be a dificult and challenging process. Over the past three years, the University of Iowa College of Dentistry has developed and implemented a progressive four-year integrated critical thinking and EBD curriculum. The objective of this article is to describe the development and implementation process to make it available as a model for other dental schools contemplating introduction of critical thinking and EBD into their curricula. The newly designed curriculum built upon an existing problem-based learning foundation, which introduces critical thinking and the scientiic literature in the D1 year, in order to expose students to the rationale and resources for practicing EBD in the D2 and D3 years and provide opportunities to practice critical thinking and apply the EBD ive-step process in the D2, D3, and D4 years. All curricular content is online, and D3 and D4 EBD activities are integrated within existing clinical responsibilities. The curricular content, student resources, and student activities are described.

Factors Associated with Evidence‐Based Clinical Questions Presented in a Vertically Integrated Seminar Series at a U.S. Dental School

“…For the success of the pilot course, it is important that TUSDM ensures that critical thinking, communication, teamwork, and skills in clinical and behavioral sciences remain at a high standard and be periodically revised to meet the needs of both students and faculty. This is different than in a study conducted at the University of Iowa, which focused on EBD implementation for all four years but was separated by class requirements and classes 21 …”

“…This limitation was supported by direct faculty mentorship and expert librarians’ providing guidance to the teams for case selection, EBD search, and case presentation. It is important to mention, as noted in the Iowa study, 21 the need for faculty development while requiring direct mentorship for students in integrating EBD concepts.…”

Development of an evidence-based dentistry course for dental students and its effect on their awareness, attitude and self-assessed knowledge

“…Hinton et al (2015) reported successfulness of a comprehensive 4-year curriculum in EBD that had been launched in 2008 in Texas A&M University Baylor College of Dentistry 18 . Furthermore, many dental schools have integrated EBD content into dental curriculum [19][20][21][22][23] and have emphasized on EBD skills in new generation of dental students as a paramount importance for the future of dentistry.…”

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

“…In 4 of the examples, measured performance improvement was shown, each with some extended effort in developing respective exercises. 3,[5][6][7] Still in the early stages, the emulation model does not reveal the student's ability to conceptualize patient situations. The difference between critical thinking skill sets that derive probing questions and those calling on the student to conceptualize may be substantial.…”

“…Critical thinking skillsets have been developed and reported for treatment planning, literature search, and critique, caries risk assessment, technology decision-making, EBD, geriatric risk assessment, IPP, reflections/situation analysis, behavior management, case presentation. [1][2][3][4][5][6][7][8][9] These peer-reviewed skillsets can aid in showing milestones so far established for explicit learning outcomes in critical thinking and can give insights to extend the boundaries to include conceptualizing the patient interaction. Emulation models in progress will demonstrate critical thinking skillsets deriving probing questions from the expert in social work and ethics.…”