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DC Johnsen, JN Williams, PG Baughman, DM Roesch and CA Feldman
Abstract
This opinion article applauds the recent introduction of a new dental accreditation standard addressing critical thinking and problem-solving, but expresses a need for additional means for dental schools to demonstrate they are meeting the new standard because articulated outcomes, learning models, and assessments of competence are still being developed. Validated, research-based learning models are needed to define reference points against which schools can design and assess the education they provide to their students. This article presents one possible learning model for this purpose and calls for national experts from within and outside dental education to develop models that will help schools define outcomes and assess performance in educating their students to become practitioners who are effective critical thinkers and problem-solvers.
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Concepts
School, Psychology, Skill, Learning, Thought, Education, Critical thinking, Educational psychology
MeSH headings
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