TEST PREVIEW

  1. What is the rationale for implementing The Thinker’s Guide to Clinical Reasoning?
  1. Critical thinking and reasoning skills are inherent in all dental professionals. Teaching these skills are not necessary in the clinical teaching.
  1. If students see educators modeling and engaging in the critical thinking process, they are more likely to develop their skills.
  1. What is clinical reasoning?
  1. What characterizes effective faculty instruction in critical thinking?
  1. What are the components of the Paul-Elder Critical Thinking Framework?
  1. What is the purpose of the framework’s elements of reasoning?
  1. What is the purpose of applying the intellectual standards to the framework’s elements of reasoning?
  1. If we consistently apply the intellectual standards to the elements of reasoning, we develop intellectual traits.
  1. What structure of the framework’s elements of reasoning can an educator use to help a student determine the consequences of their thought process?
  1. What structure of the framework’s elements of reasoning can an educator use to help the student consider other relevant perspectives?
  1. Which question from the Elements of Reasoning can an educator use to help a student determine their assumptions?
  1. A student expressed to the educator that the patient was not motivated to take care of their teeth due to the patient’s high plaque index. Which of the following questions could the educator ask to increase the student’s clinical reasoning skills?
  1. A student does not consider previous periodontal measurements when arriving at the patient’s periodontal diagnosis. Which of the following questions could the educator ask to increase the student’s clinical reasoning skills?
  1. A patient is confused after the student presents their treatment plan. Which intellectual standard, when applied to the elements of reasoning, will help the student identify and resolve any type of confusion that they may have in explaining the treatment plan to the patient?
  1. A student gathered information about the patient’s periodontal status during an appointment but failed to address the patient’s periodontal issues correctly. Which intellectual standard, when applied to the elements of reasoning, will help the student with the correctness of what they say or learn?
  1. Which intellectual standard, when applied to the elements of reasoning, will help the student in question #16 determine what is and what is not important?
  1. A student prepared in advance to discuss a clinical case with an instructor. The student thoroughly reviewed the patient’s electronic health record prior to the discussion. Which intellectual trait did the student exhibit?
  1. A patient was disappointed in failing to quit tobacco use after the student provided tobacco cessation counseling at the previous appointment. The student let the patient know that for many patients it takes multiple attempts in quitting tobacco use to stop the addiction. Which intellectual trait did the student exhibit during the interaction?
  1. A student apologized to a patient for not knowing about a new toothpaste on the market but let the patient know she would research its effectiveness. Which intellectual trait did the student exhibit during the interaction?