van der Hoeven Dharini, Truong Thuy Trang LeAnn, Holland Julian Nathaniel, Quock Ryan L
Department of Diagnostic and Biomedical Sciences, School of Dentistry, The University of Texas Health Science Center at Houston, 7500 Cambridge, Houston, TX 77054 USA.
School of Dentistry, The University of Texas Health Science Center at Houston, Houston, TX USA.
Med Sci Educ. 2020 Feb 3;30(1):367-374. doi: 10.1007/s40670-020-00914-3. eCollection 2020 Mar.
We studied how students in a Doctor of Dental Surgery (DDS) program perceived the importance of critical thinking and the extent to which critical thinking was perceived to be included in each of 25 courses of the first-year curriculum at The University of Texas School of Dentistry at Houston (UTSD). Sixty-nine of the 102 second-year students who were invited participated in an online survey. The survey had three parts, with all statements of each part evaluated on a five-point Likert scale ranging from strongly agree to strongly disagree. The first two parts assessed the importance of critical thinking in dental education and the criteria by which critical thinking in didactic curriculum can be measured. In the third part of the survey, students evaluated how well each course of the first-year curriculum achieved critical thinking. More than 90% of the respondents strongly agreed/agreed that critical thinking is essential to making clinical decisions. Students strongly agreed/agreed that 19 of 25 of the courses incorporated critical thinking. However, when students were asked to rank the top five of the 25 courses, only two courses (Human Biology, Neuroscience) emerged above all others in their weighted ranks, with another seven courses standing out, leaving 16 courses with low weighted rankings for their inclusion of critical thinking. In summary, students agreed on the importance of critical thinking in dental education, and on the criteria by which the incorporation of critical thinking should be measured in didactic and pre-clinical courses.
我们研究了牙外科博士（DDS）项目的学生如何看待批判性思维的重要性，以及在休斯顿德克萨斯大学牙科学院（UTSD）一年级课程的25门课程中，批判性思维被认为涵盖的程度。受邀的102名二年级学生中有69人参与了在线调查。该调查有三个部分，每个部分的所有陈述都采用从强烈同意到强烈不同意的五点李克特量表进行评估。前两部分评估了批判性思维在牙科教育中的重要性以及衡量理论课程中批判性思维的标准。在调查的第三部分，学生们评估了一年级课程中的每门课程在培养批判性思维方面的表现。超过90%的受访者强烈同意/同意批判性思维对于做出临床决策至关重要。学生们强烈同意/同意25门课程中有19门融入了批判性思维。然而，当要求学生对25门课程中的前五名进行排名时，只有两门课程（人类生物学、神经科学）在加权排名中脱颖而出，另外还有七门课程表现突出，其余16门课程因批判性思维的融入程度而加权排名较低。总之，学生们认同批判性思维在牙科教育中的重要性，以及在理论和临床前课程中衡量批判性思维融入情况的标准。
