• L S Behar-Horenstein, T A Dolan, F J Courts, and G S Mitchell.
• Department of Educational Leadership, Policy, and Foundations, College of Education, University of Florida, Gainesville, FL 32611-7049, USA. lsbhoren@ufl.edu
• J Dent Educ. 2000 Aug 1; 64 (8): 610-5.

AbstractThe 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.

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