Objectives: Critical thinking is recognized as an essential aspect in the training of healthcare professionals, yet it has not been explicitly applied to dental education in Thailand. Therefore, this research study aimed to survey the status of critical thinking disposition among Thai dental students and examine the correlation between critical thinking disposition and academic performance. Methods: In 2020, 322 students from a Thai dental school were invited to participate in the study and answer an online questionnaire supplying demographic data and Grade Point Average (GPA), and respond to the California Critical Thinking Disposition Inventory (CCTDI). A one-way analysis of variance and Spearman's correlation were used to analyze the data.Results: Overall, 279 of the 322 participants (86.6%) completed the demographic information and CCTDI. Three subscales were found to be in the ambivalent range: truth-seeking (36.8 ± 6.2), systematicity (39.0 ± 5.5), and maturity of judgment (37.1 ± 5.9). Most of the CCTDI subscale scores did not significantly correlate with GPAs, except for systematicity (r = 0.119, p = 0.047) and confidence in reasoning (r = 0.146, p = 0.015). Conclusion:This study examined the strengths and weaknesses of the students' critical thinking dispositions. Their GPAs correlated with two critical thinking disposition subscales; however, the results did not guarantee a correlation with academic outcomes. Pedagogical strategies to develop dental students' critical thinking dispositions need to be further assessed.

No abstract

Abstract. Purpose: The objectives of this study were 1. To examine the oral health status of children with special health care needs and 2. To evaluate a preventive oral health care program for these children. Method: Subjects included 32 children in a special health care needs school who were given an oral examination. The DMFT/dmft and DI-S indices were used to assess their oral health status. A preventive oral health care program was developed by focus group discussion (teachers, parents, caregivers, and dental students). The children's oral health status was evaluated 1 year after the initiation of a preventive oral health program. Result: In the year 2015, the average DMFT and dmft scores were 3.2 and 2.23, respectively, and DI-S score was 2.15. The preventive oral health care program consisted of the following: 1. A policy for fruit or non-sugar or low-sugar between-meal snacks; 2. Instruction for the children to brush their teeth after meals; and 3. Routine fluoride mouth rinsing after snack time. After the preventive oral health program, the average DMFT and dmft scores in the year 2016 were 1.4 and 1.6, respectively, and the average DI-S score was 2.1. Conclusion: The oral health status of children with special health care needs was poor. A preventive oral health care program was effective at improving the oral health of children with special needs. Participation of all stakeholders was important.