A Mentored Critical Thinking and Writing Exercise in a Dental School Curriculum
Abstract This resource is a mentored critical thinking and writing exercise for use in a dental school curriculum. It was created to help students learn to develop a problem statement, question, or hypothesis; perform an increasingly sophisticated search of peer-reviewed literature; read and critica...
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| Main Authors: | , , |
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| Format: | Book |
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Association of American Medical Colleges,
2012-08-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | Abstract This resource is a mentored critical thinking and writing exercise for use in a dental school curriculum. It was created to help students learn to develop a problem statement, question, or hypothesis; perform an increasingly sophisticated search of peer-reviewed literature; read and critically assess information and evidence; formulate some conclusions about the information they discover; and write a short, original referenced paper of 1,500-2,500 words describing their findings. This resource is intended to extend over three academic quarters. The educational significance of this student exercise is the one-on-one faculty mentoring that is built into the assignment. Mentors model evidenced-based decision-making, such as the ability to search peer-reviewed literature, determine quality of evidence, and utilize this information in the decision-making process. |
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| Item Description: | 10.15766/mep_2374-8265.9224 2374-8265 |