Critical thinking education for dental schools in Asia: Perceptions of educators

Naoko Seki*, Kittichai Sireerat, Richard Foxton, Shin Ru Liao, Ikuko Morio

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


Teaching competence in critical thinking is an important element of undergraduate dental curricula. The pedagogy for critical thinking education in Asia requires further discussion and neither the current situation nor the possible challenges are widely known from the perspectives of dental educators. Therefore, seven educators from four countries gathered online in the summer of 2021 to share the current situation and possible challenges. All the participants considered “critical thinking” was “important” (43%) or “very important” (57%), however, 86% mentioned that they faced challenges in delivering education in critical thinking. The challenges to delivering critical thinking education were insufficient time in the curriculum and lack of human resources; lack of information on appropriate teaching methods for the student population; and no established methods of assessment. How to teach and assess critical thinking therefore requires more brainstorming, and raising the awareness of educators to implement this education might be necessary.

Original languageEnglish
JournalJournal of Dental Sciences
Publication statusAccepted/In press - 2022


  • Critical thinking
  • Cultural background
  • Dental education
  • Problem solving
  • Workshops


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