Document Type

Article

Peer Reviewed

1

Publication Date

12-1-2010

Journal, Book or Conference Title

Journal of dental education

NLM Title Abbreviation

J Dent Educ

PubMed ID

21123501

Abstract

One challenge facing dental hygiene, as well as dental, education is to identify clinical teaching strategies promoting critical thinking and clinical reasoning. These skills are crucial elements in the practice of dental hygiene. A two-group design (intervention, n=28, and control, n=30) assessed first-year dental hygiene students using pre-and post-Health Science Reasoning Test (HSRT) scores to evaluate the effect of reflective blogging on critical thinking skills. A reflective blog rubric, based on Mezirow's levels of reflection, determined if reflective blogging increased the level of reflection for dental hygiene students. The results suggest within this nonprobability sample that reflective blogging did not produce a significant change in students' HSRT scores (p>0.05). However, analyses of reflective blog rubric scores demonstrated statistically significant improvements (p<0.05) in students' levels of reflection. Furthermore, data analysis revealed a correlation (p<0.05) between HSRT subscale scores and the element of reflection scores for the intervention group. This study addressed needs of the dental and dental hygiene education community by examining the use of blogs, an emerging technology, as a tool for reflecting on clinical experiences and, in turn, for promoting critical thinking.

Keywords

Analysis of Variance, Blogging, Cognition, Dental Hygienists/education, Educational Measurement/methods, Female, Humans, Logic, Male, Thinking

Published Article/Book Citation

The definitive version was published in Journal of dental education, 74:12 (2010) pp.1337-1350.

Rights

Author Posting. Copyright © American Dental Education Association (ADEA), 2010. This article is posted here by permission of the publisher for personal use, not for redistribution.

 

URL

http://ir.uiowa.edu/nursing_pubs/1615