Evaluation of teaching cognitive bias to dental students during the transition to independent dental practice
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Issued Date
2024-01-01
Resource Type
ISSN
00220337
eISSN
19307837
Scopus ID
2-s2.0-85212177142
Journal Title
Journal of Dental Education
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of Dental Education (2024)
Suggested Citation
Nakhapaksirat D. Evaluation of teaching cognitive bias to dental students during the transition to independent dental practice. Journal of Dental Education (2024). doi:10.1002/jdd.13811 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/102465
Title
Evaluation of teaching cognitive bias to dental students during the transition to independent dental practice
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Author's Affiliation
Corresponding Author(s)
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Abstract
Objectives: Cognitive bias is an increasingly important topic in healthcare education, though its significance in dental education remains underexplored. Ensuring that dental students learn more about cognitive bias to enhance dental care is challenging. This study aimed to evaluate dental students’ perceptions of the value of teaching cognitive bias awareness in independent practice. Methods: The content of cognitive biases, along with related theories and debiasing strategies, was delivered through interactive lectures in April 2022 and May 2024 to final-year dental students transitioning to independent dental practice at Mahidol Dental School. At the end of the session, students’ perceptions of the benefits of cognitive bias awareness in dental practice were assessed using an online questionnaire via Google Form. Students also provided feedback on the lecture through the same questionnaire. Results: Seventy-six dental students completed the questionnaire (55.47% response rate). Students reported gaining greater knowledge and understanding of cognitive biases, with most expressing satisfaction with the teaching format (interactive lecture with case discussions). They noted that they could apply debiasing strategies in their future practice to minimize clinical errors, enhance clinical reasoning and decision-making skills, and provide better patient care. Students also recommended incorporating cognitive bias awareness into both undergraduate and postgraduate dental curricula. Conclusion: Cognitive bias awareness is an important topic that should be integrated into dental education before students begin independent dental practice. Debiasing strategies can help dental students and practitioners reduce clinical errors and improve the quality of dental care.