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Evidence-Based Education: Faculty Development Workshop to Promote Critical Thinking Skills in Dental Education.

ABSTRACT: Introduction:The Commission on Dental Accreditation emphasizes the importance of teaching critical thinking. If faculty are expected to change the way they teach, training resources that employ the methods of promoting critical thinking must be made available to provide guidance on how to teach critical thinking. A search of MedEdPORTAL showed no peer-reviewed active learning resources for faculty development in the domain of critical thinking. Methods:This 90-minute workshop is designed to provide preclinical and clinical dental faculty with strategies to promote critical thinking skills in their students. It includes a presentation on foundational knowledge about critical thinking and knowledge organization, followed by small- and large-group activities. Videos of real teaching encounters are reviewed so that different teaching styles can be seen and discussed. Results:This workshop was given at the 2014 American Dental Education Association Annual Session, receiving an overall rating of 3.67 on a Likert-type scale of 1-4, with 4 being the highest score. It was repeated at the University of California, San Francisco School of Dentistry, where it received an overall rating of 4.7 on a Likert scale of 1-5, with 5 being the highest score. Discussion:For faculty who learned in teacher-centered curricula, training may be necessary to provide them with skills for contemporary teaching in this new domain of competence. This workshop offers such training.

SUBMITTER: Saeed S

PROVIDER: S-EPMC6338203 | biostudies-other | 2017 Jul

REPOSITORIES: biostudies-other

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Evidence-Based Education: Faculty Development Workshop to Promote Critical Thinking Skills in Dental Education.

Saeed Sophia S

MedEdPORTAL : the journal of teaching and learning resources 20170712

<h4>Introduction</h4>The Commission on Dental Accreditation emphasizes the importance of teaching critical thinking. If faculty are expected to change the way they teach, training resources that employ the methods of promoting critical thinking must be made available to provide guidance on how to teach critical thinking. A search of MedEdPORTAL showed no peer-reviewed active learning resources for faculty development in the domain of critical thinking.<h4>Methods</h4>This 90-minute workshop is d ...[more]

PMID: 30800802

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Project description:Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and engagement with science content, while promoting reasoning and justification skills that help prepare an informed citizenry.

Project description:BACKGROUND:Doctoral supervision is a distinct form of supervision with clearly defined responsibilities. One of these is the delivery of effective face-to-face feedback to allow supervisees to improve upon their performances. Unfortunately, doctoral supervisors, especially of health sciences, are often not trained in supervisory skills and therefore practice mostly on a trial and error basis. Lack of understanding of the feedback process leads to incongruence in how supervisors and supervisees perceive feedback. However, standardized training practices like microteaching can allow supervisors to acquire effective feedback practices. In this study we employed a schematic approach of microteaching, that is micro-feedback, in a workshop to develop feedback skills of doctoral supervisors, and assessed the overall effectiveness of this training using the Kirkpatrick evaluation framework. METHODOLOGY:This was a Quasi-experimental study with a repeated measures and a two-group separate sample pre-post test design. A micro-feedback skills workshop was organized to enhance feedback skills of doctoral supervisors using microteaching technique. The first two levels of the Kirkpatrick evaluation model were used to determine the workshop's effectiveness. An informal Objective Structured Teaching Exercise (OSTE) was used to assess feedback skills of the supervisors, both before and after the workshop. A questionnaire was developed to compare pre-and post-workshop perceptions of the supervisors (n =?17) and their corresponding supervisees (n =?34) regarding the ongoing feedback practice. RESULTS:Despite the hectic schedule, most doctoral supervisors (17 of 24, 71%) were willing to undertake faculty development training. Participants indicated a high level of satisfaction with the workshop. A learning gain of 56% was observed on pre-post OSTE scores. Prior to the workshop, perceptions of how supervisees should be given the feedback differed significantly between supervisors and supervisees with an effect size difference of r =?0.30. After the workshop there was a negligible difference in perceptions between supervisors and supervisees (r =?.001). Interestingly, supervisors shifted their perceptions more toward those that were originally held by the supervisees. CONCLUSIONS:These findings suggest that well-designed and properly assessed structured programs such as micro-feedback workshops can improve how doctoral supervisors provide feedback to their supervisees and align supervisors' perceptions of that feedback with those of their supervisees.

Dataset Information

Evidence-Based Education: Faculty Development Workshop to Promote Critical Thinking Skills in Dental Education.

Publications

Evidence-Based Education: Faculty Development Workshop to Promote Critical Thinking Skills in Dental Education.

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