Behar-Horenstein L S, Dolan T A, Courts F J, Mitchell G S
Department of Educational Leadership, Policy, and Foundations, College of Education, University of Florida, Gainesville, FL 32611-7049, USA.
J Dent Educ. 2000 Aug;64(8):610-5.
The dental education knowledge base suggests a lack of understanding and research about how to teach critical thinking skills in the clinical learning environment. The acquisition of critical thinking skills is essential to the development of future practitioners, yet difficult to measure quantitatively. This study used qualitative research methods to assess the frequency and nature of teaching critical thinking skills in the University of Florida College of Dentistry predoctoral student clinics. Thirteen faculty and forty-four students in six clinics (oral diagnosis/treatment planning, endodontics, periodontology, operative dentistry, prosthodontics, and emergency care/oral surgery) were observed by an independent evaluator. Critical thinking skills were infrequently taught, and teacher-dominated instruction predominated. The findings underscore the need for thoughtful curriculum planning prior to predoctoral clinical instruction and periodic appraisal of clinical instruction. Suggestions for improving critical thinking in the clinical learning environment are presented.
牙科教育知识库表明，对于如何在临床学习环境中教授批判性思维技能，人们缺乏理解和研究。批判性思维技能的获得对未来从业者的发展至关重要，但难以进行定量衡量。本研究采用定性研究方法，评估佛罗里达大学牙科学院博士前学生诊所中教授批判性思维技能的频率和性质。一名独立评估人员观察了六个诊所（口腔诊断/治疗计划、牙髓病学、牙周病学、牙体牙髓病学、口腔修复学以及急诊护理/口腔外科）的13名教师和44名学生。批判性思维技能很少被教授，且以教师主导的教学为主。研究结果强调了在博士前临床教学之前进行深入课程规划以及对临床教学进行定期评估的必要性。文中还提出了改善临床学习环境中批判性思维的建议。
