Critical thinking in dental hygiene education: Examining student perception

There is little debate that critical thinking goes hand-in-hand with basic knowledge in both adult education and professional education, including dental hygiene education (Kahlke & White, 2013; Notgarnie, 2011). Critical thinking is a high level cognitive function desired in graduates of higher education, including professional education programs such as dental hygiene. In adult education, critical thinking is a tool that enables the learner to build a more just society, regardless of their field of study; whereas in the profession of dental hygiene, critical thinking empowers the individual student, the profession, and the population they serve with the goal of increased community health. Research on the general topic of dental hygiene education is limited; research specific to critical thinking in dental hygiene education is even more rare, let alone research that aligns dental hygiene educational strategies with the development of critical thinking. This research is designed to deepen understanding of dental hygiene students' perceptions and experiences of acquiring critical thinking skills in their professional education. A basic qualitative study was selected to start the discussion and data were gathered during a focus group followed by individual interviews. The sample comprised of seven recent graduates of a 2 year, community college-based, dental hygiene program in Ontario, Canada. Inductive data analysis using an interpretive perspective was conducted to identify categories, patterns, and themes in order to uncovering meaning to address the research questions. This thematic data analysis indicated students valued the strategies employed to learn critical thinking. Participants indicated their critical thinking began with acquiring base knowledge on theory related to the field of dental hygiene followed by developing a thought process. This thought process was nurtured by using case scenarios with small group work and discussion. The clinical setting was noted as a real and challenging environment to apply critical thinking. Participants valued being offered a variety of activities aimed at developing their critical thinking. They acknowledged the role of emotions, confidence, time constraints, reflection, “being put on the spot”, and opportunities to “think outside the box” as facilitators of critical thinking. The sole barrier mentioned was learning activities that did not require the thought process for critical thinking. Many of the findings of this exploratory study align with research on developing critical thinking in adult education and professional education. This qualitative study provides beneficial preliminary information about how dental hygiene students learn critical thinking which contributes to the fields of adult education and dental hygiene education with respect to best practices in nurturing critical thinking.