• Teresa A Marshall, Leonardo Marchini, Howard Cowen, Jennifer E Hartshorn, Julie A Holloway, Cheryl L Straub-Morarend, David Gratton, Catherine M Solow, Nicholas Colangelo, and David C Johnsen.
• Dr. Marshall is Professor, Department of Preventive and Community Dentistry, University of Iowa College of Dentistry & Dental Clinics; Dr. Marchini is Assistant Professor, Department of Preventive and Community Dentistry, University of Iowa College of Dentistry & Dental Clinics; Dr. Cowen is Clinical Professor, Department of Preventive and Community Dentistry, University of Iowa College of Dentistry & Dental Clinics; Dr. Hartshorn is Clinical Assistant Professor, Department of Preventive and Community Dentistry, University of Iowa College of Dentistry & Dental Clinics; Dr. Holloway is Professor, Department of Prosthodontics, University of Iowa College of Dentistry & Dental Clinics; Dr. Straub-Morarend is Associate Professor, Department of Family Dentistry, University of Iowa College of Dentistry & Dental Clinics; Dr. Gratton is Associate Professor of Hospital Dentistry, University of Iowa Hospitals and Clinics; Ms. Solow is Associate Dean for Student Affairs, University of Iowa College of Dentistry & Dental Clinics; Dr. Colangelo is Dean and Professor, University of Iowa College of Education; and Dr. Johnsen is Dean, University of Iowa College of Dentistry & Dental Clinics.
• J Dent Educ. 2017 Aug 1; 81 (8): 978-985.

AbstractCritical thinking skills are essential for the successful dentist, yet few explicit skillsets in critical thinking have been developed and published in peer-reviewed literature. The aims of this article are to 1) offer an assessable critical thinking teaching model with the expert's thought process as the outcome, learning guide, and assessment instrument and 2) offer three critical thinking skillsets following this model: for geriatric risk assessment, technology decision making, and situation analysis/reflections. For the objective component, the student demonstrates delivery of each step in the thought process. For the subjective component, the student is judged to have grasped the principles as applied to the patient or case. This article describes the framework and the results of pilot tests in which students in one year at this school used the model in the three areas, earning scores of 90% or above on the assessments. The model was thus judged to be successful for students to demonstrate critical thinking skillsets in the course settings. Students consistently delivered each step of the thought process and were nearly as consistent in grasping the principles behind each step. As more critical thinking skillsets are implemented, a reinforcing network develops.

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