Event Description:
Patient-based, student/practitioner-led demonstrations of thinking and judgment are at the center of the practitioner’s/student’s activities on an hourly basis. Critical thinking is also at the center of the scientist’s exploration of new concepts or the re-ordering of existing concepts. Literature is sparse on learning outcomes and learning models for critical thinking and limited on explicit learning exercises based on any critical thinking learning model. Assumption: Research will start with learning models to analyze. Without learning models, the question is raised whether meaningful research can be conducted on learning for the student or for the scientist. The focus here is on critical thinking and learning models for critical thinking.
The purposes of this session are to: 1) Develop and use concepts in critical thinking to develop patient-based, student-led demonstrations of thinking and judgment; 2) Explore commonalities in critical thinking exercises as a basis for developing a symbiotic network for critical thinking; 3) Explore a common outcomes-based assessment model for assessment of a wide array of critical thinking skills.
Published examples: risk assessment for geriatrics, caries, and periodontitis, social work, ethics, empathy, implant decision-making, technology decision-making, evidence-based dentistry (EBD), interprofessional practice (IPP), tele-dentistry, patient conceptualization. New candidates: Scientist’s thinking patterns developing a protocol, artificial intelligence (AI)-guided critical thinking outcomes, mitigation for high-risk patients, temporomandibular disorders (TMD), and motivational interviewing.
Speaker:
David Johnsen, University of Iowa, USA
Moderator: Alexandra Pierre-Bez, Midwestern University College of Dental Medicine - Arizona
