FOSTERING CLINICAL THINKING IN DENTAL DOCTORS THROUGH POST-GRADUATION PROFESSIONAL TRAINING

Abstract

During the internship training, future dental doctors expand knowledge about understanding the pathogenetic mechanisms of various pathological conditions or illnesses. Most contemporary effective diagnosis and treatment approaches are based on clinical thinking skills, the link between sciences and practice. The purpose of this study is to investigate and analyze the peculiarities of building up clinical thinking skills in future paediatric dentists at the postgraduate stage of their training. Developing clinical thinking skills in dental students typically starts since their junior years at the medical university, when they begin studying basic sciences. The background obtained during undergraduate training should be enriched in order to improve recognizing a wide variety of diseases and conditions through the internship training course. Professional thinking skills are fostered at the chair-side practice, when dealing with patients under the guidance of experienced mentors and clinicians. Clinical thinking switches on since the first minutes of doctor-patient interaction and goes on through the treatment course. At the postgraduate stage, it is essential to continue developing the holistic vision of the patient that will help to combine the evidence-based standards of medical care and patient-centred approach (personalized medical care). Conclusion. Thus, the training activities for dental intern doctors should be designed in order to maximally contribute to fostering clinical thinking skills. The mentors and teaching assistants must have clear and deep understanding of what factors can promote this process, and what can not. Among the most significant methodological achievements of postgraduate education is the emphasis on the development of critical and creative thinking skills, which are most clearly manifested by the creativity of clinical thinking.