Critical thinking: Inquiring culture, learning outcomes examples, a call for learning models, and outcomes

Johnsen, David C.

doi:10.1002/jdd.13132

Journal of Dental Education

2022

DOI: 10.1002/jdd.13132

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Critical thinking: Inquiring culture, learning outcomes examples, a call for learning models, and outcomes

David C. Johnsen

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2024

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Cited by 4 publications

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Conceptualizing patient interactions eliciting empathy, compassion, reflection, and social projection: A model with analysis

Johnsen,

Roushdy,

Floriani

et al. 2024

Journal of Dental Education

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ObjectivesConceptualizing the next patient interaction is logical, essential, and largely done intuitively with limited literature. The first objective is to elicit student thought experiences to four questions. The secondary objective is to classify responses for respective questions and to review faculty assessments.MethodsForty‐two students completed the exercise in the first clinical prosthodontics experience after a simulation course, in the fall of 2023. Four open‐ended questions were 1) differentiation from the ideal, 2) desired outcome(s), 3) self‐capabilities, and 4) consequences/prognosis. Nine different faculty assessed the exercise.Results100% of students responded to all four questions and 83% of responses were judged by faculty to grasp the concept in the question. The authors categorized responses into natural categories for each question. Authors separately assigned responses to categories. The agreement rate was 90%. Little to no overlap in responses was observed among the four questions. The sequence of questions led students to thought experiences from empathy in Question #1, to compassion in Question #2, and to self‐reflection in Question #3 to social projection in Question #4.ConclusionsThe main objective was met by engaging students in thought‐provoking responses to questions the experienced clinician asks of every patient encounter. The exercise elicited different kinds of thought experiences on four topics. The format was succinct with acceptance by students and faculty. The project has progressed from a concept some years ago to a recent pilot to full implementation with the current project. The next steps will be refinement and follow‐up in some years. The project follows an emulation model for critical thinking.

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Conceptualizing patient interactions eliciting empathy, compassion, reflection, and social projection: A model with analysis

Johnsen,

Roushdy,

Floriani

et al. 2024

Journal of Dental Education

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Impact of dental school critical thinking demonstrations carryover to practice: Survey of 5‐year graduates

Johnsen,

Marchini,

Syrbu

et al. 2024

Journal of Dental Education

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IntroductionLittle literature exists on graduates’ application to practice for explicit critical thinking skills learned in dental school.PurposesDiscern the (1) degree to which graduates apply explicit critical thinking skillsets in practice; (2) degree of adaptation of critical thinking skillsets to practice; (3) frequency of use for critical thinking skillsets in practice; and (4) perceptions to improve critical thinking learning guidance in dental school.MethodsFive critical thinking exercises/skillsets were selected that had been in place over 5 years with at least one paper: geriatrics, treatment planning, technology decision making, ethics, evidence‐based dentistry; each followed concepts from an emulation model in critical thinking. Electronic survey administered in 2023/2024 to alumni graduated in the last 5 years.ResultsOf 98 (from 320 distributed) returned, 56 completed the entire survey. Dental school experiences positively influenced use of critical thinking skills in practice. On a five‐point scale, mostly 4s and 5s were reported for “…benefit your thinking.” Fifty‐three percent reported “using ideas from the exercise and developed my own thought processes,” 35% reported “using the thought process largely as offered in the college” and 5% reported “do not use the exercise.” Sixty percent reported using the skillsets hourly or daily. With minor variations all skillsets were reported positively for use in practice.ConclusionsA positive influence of critical thinking skills was gained from the college experience with explicit positive impact for each of the five critical thinking experiences. The questions may be a model for future follow‐up studies of explicit dental school critical thinking exercises.

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Integrating Critical thinking and embracing Artificial Intelligence: Dual Pillars for advancing dental education

Sharab,

Butul,

Guha

2024

The Saudi Dental Journal

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Critical thinking: Inquiring culture, learning outcomes examples, a call for learning models, and outcomes

Cited by 4 publications

References 9 publications

Conceptualizing patient interactions eliciting empathy, compassion, reflection, and social projection: A model with analysis

Conceptualizing patient interactions eliciting empathy, compassion, reflection, and social projection: A model with analysis

Impact of dental school critical thinking demonstrations carryover to practice: Survey of 5‐year graduates

Integrating Critical thinking and embracing Artificial Intelligence: Dual Pillars for advancing dental education

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