Beyond Hand Skills: A Case Analysis of Empathy and Critical Thinking Instruction

Abstract

Background In addition to scientific knowledge and technical proficiency, the compassionate care model of oral health care requires clinicians to develop and reliably demonstrate the skills of empathy and critical thinking. The benefits of these skills have been well documented and are accrued by both patients and clinicians. Far less is known, however, about effective ways of integrating training in these skills into standard dental curricula. This article presents a case analysis of the development of an instructional model to guide the drafting of specific student assignments and opportunities inserted throughout the predoctoral dental curriculum.Case description The recursive model begins with emulation of capable faculty and standards of care represented in learning guides. Students next deploy emotional and cognitive empathy in patient care exercises and experiences. Critical self-reflection on that performance follows and is designed to focus student attention on deficient skills as they begin the next emulation opportunity. Critical thinking is required to move from emulation to empathy to reflection and back to emulation, and each stage is enacted in communication skills in various combinations: observing, listening, nonverbal communication, speaking, and writing. Over five years, the authors have designed and implemented assignments in each curricular year with a deliberate focus on empathy and critical thinking. The persistent reinforcement of these skills over four years enables dental educators to foster the development of a regular habit of emulating, empathizing, and reflecting that new dentists will practice throughout their careers.