Predictive validity of critical thinking skills and disposition for the national board dental hygiene examination: a preliminary investigation.

The objective of this study was to determine if preexisting critical thinking skills and critical thinking disposition predict student performance on the National Board Dental Hygiene Examination (NBDHE). The predictive value of critical thinking skills scores and disposition (habits of mind, attitudes, and character attributes) scores were examined above that provided by traditional predictors: entering grade point average, age, and total number of college hours at entry into the dental hygiene program. Seventy-six first-year dental hygiene students from three baccalaureate dental hygiene programs participated in this study. Participants' preexisting general critical thinking skills and disposition were assessed during the first week of classes in their respective baccalaureate level programs using the California Critical Thinking Skills Test (CCTST) and California Critical Thinking Disposition Inventory (CCTDI). At the completion of their two-year educational program, the CCTST and CCTDI were administered a final time, and students' scores on the multiple-choice and case-based NBDHE were obtained. A series of hierarchical multiple regression analyses demonstrated that CCTST scores explained a statistically significant (p<.05) proportion of variance in students' multiple-choice and case-based NBDHE scores, above and beyond that explained by other predictor variables. Although CCTDI scores were not a significant predictor of either outcome measure, CCTST is a good predictor of student performance on high-stakes qualifying examinations and may have utility for student selection and retention.

Predictive validity of critical thinking skills for initial clinical dental hygiene performance.

This study collected validity evidence on the utility of critical thinking skills and critical thinking disposition in predicting initial clinical performance. The predictive value of critical thinking skills scores and disposition scores was examined to determine their unique contribution beyond that provided by traditional predictors: grade point average, age, and number of college hours. The study involved three phases: establishing content validity of three outcome measures; assessing students' baseline critical thinking skills and disposition using the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory (CCTDI); and assessing students' initial clinical competence, clinical reasoning, and clinical knowledge. All baccalaureate-level dental hygiene programs in the United States affiliated with a dental school (N=22) were invited to participate; of those, seven volunteered. A convenience sample of 207 first-year dental hygiene students was obtained. A series of hierarchical multiple regression analyses demonstrated that CCTST scores explained a statistically significant (p<.05) proportion of variance in students' initial clinical reasoning scores, acquired knowledge scores, and faculty ratings, above and beyond that explained by other predictor variables. CCTDI scores were not significant predictors of any outcome measure. It was concluded that CCTST is a good predictor of initial student outcomes and may have utility for student selection and retention.