Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students
Introduction. This study aimed to investigate dental students’ clinical reasoning and diagnostic thinking ability by key feature test and “diagnostic thinking inventory” questionnaire. Methods. The present study was a descriptive cross-sectional study. The participants consisted of 61 senior dental...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Hindawi Limited
2022-01-01
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| Series: | International Journal of Dentistry |
| Online Access: | http://dx.doi.org/10.1155/2022/1085326 |
| _version_ | 1797996794068598784 |
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| author | Fatemeh Owlia Fatemeh Keshmiri Maryam Kazemipoor Fahimeh Rashidi Maybodi |
| author_facet | Fatemeh Owlia Fatemeh Keshmiri Maryam Kazemipoor Fahimeh Rashidi Maybodi |
| author_sort | Fatemeh Owlia |
| collection | DOAJ |
| description | Introduction. This study aimed to investigate dental students’ clinical reasoning and diagnostic thinking ability by key feature test and “diagnostic thinking inventory” questionnaire. Methods. The present study was a descriptive cross-sectional study. The participants consisted of 61 senior dental students. Clinical reasoning and diagnostic thinking were assessed by key feature tests and the “diagnostic thinking inventory” “DTI” questionnaire, respectively. The “diagnostic thinking inventory” was developed by Bordage et al. in France and consisted of 41 questions on a 6-point Likert scale. The satisfaction of students was assessed through a 10-item questionnaire. Data were analyzed using SPSS 19 with descriptive tests (mean, SD, and percentage), student independent T-test, and Pearson correlation. The significance level was determined at p<0.05. Results. The mean scores of the key feature test were 56.55 ± 7.80. Diagnostic thinking scores of learners were reported in diagnostic thinking 136.47 ± 16.45, flexibility in thinking 72.22 ± 11.15, and structure of memory 64.24 ± 7.84. The difference in students’ scores in flexibility in thinking was significantly higher among male students than female students. (p-value = 0.04). The students’ satisfaction scores were 3.53 ± 0.52, which showed relative satisfaction. Conclusion. The participants’ clinical reasoning and diagnostic thinking skills were reported at a low level. This issue emphasizes the need for training to enhance diagnostic thinking and clinical reasoning in dental education. Formative evaluation and reform of the educational programs of this course should be considered. |
| first_indexed | 2024-04-11T10:23:00Z |
| format | Article |
| id | doaj.art-b4fefe6b9bbd4a0799beef7fee26b60b |
| institution | Directory Open Access Journal |
| issn | 1687-8736 |
| language | English |
| last_indexed | 2024-04-11T10:23:00Z |
| publishDate | 2022-01-01 |
| publisher | Hindawi Limited |
| record_format | Article |
| series | International Journal of Dentistry |
| spelling | doaj.art-b4fefe6b9bbd4a0799beef7fee26b60b2022-12-22T04:29:41ZengHindawi LimitedInternational Journal of Dentistry1687-87362022-01-01202210.1155/2022/1085326Assessment of Clinical Reasoning and Diagnostic Thinking among Dental StudentsFatemeh Owlia0Fatemeh Keshmiri1Maryam Kazemipoor2Fahimeh Rashidi Maybodi3Department of Oral and Maxillofacial MedicineMedical Education DepartmentDepartment of EndodonticsDepartment of PeriodonticsIntroduction. This study aimed to investigate dental students’ clinical reasoning and diagnostic thinking ability by key feature test and “diagnostic thinking inventory” questionnaire. Methods. The present study was a descriptive cross-sectional study. The participants consisted of 61 senior dental students. Clinical reasoning and diagnostic thinking were assessed by key feature tests and the “diagnostic thinking inventory” “DTI” questionnaire, respectively. The “diagnostic thinking inventory” was developed by Bordage et al. in France and consisted of 41 questions on a 6-point Likert scale. The satisfaction of students was assessed through a 10-item questionnaire. Data were analyzed using SPSS 19 with descriptive tests (mean, SD, and percentage), student independent T-test, and Pearson correlation. The significance level was determined at p<0.05. Results. The mean scores of the key feature test were 56.55 ± 7.80. Diagnostic thinking scores of learners were reported in diagnostic thinking 136.47 ± 16.45, flexibility in thinking 72.22 ± 11.15, and structure of memory 64.24 ± 7.84. The difference in students’ scores in flexibility in thinking was significantly higher among male students than female students. (p-value = 0.04). The students’ satisfaction scores were 3.53 ± 0.52, which showed relative satisfaction. Conclusion. The participants’ clinical reasoning and diagnostic thinking skills were reported at a low level. This issue emphasizes the need for training to enhance diagnostic thinking and clinical reasoning in dental education. Formative evaluation and reform of the educational programs of this course should be considered.http://dx.doi.org/10.1155/2022/1085326 |
| spellingShingle | Fatemeh Owlia Fatemeh Keshmiri Maryam Kazemipoor Fahimeh Rashidi Maybodi Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students International Journal of Dentistry |
| title | Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students |
| title_full | Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students |
| title_fullStr | Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students |
| title_full_unstemmed | Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students |
| title_short | Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students |
| title_sort | assessment of clinical reasoning and diagnostic thinking among dental students |
| url | http://dx.doi.org/10.1155/2022/1085326 |
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