Psychometric properties of an instrument to assess critical thinking disposition and metacognition in dental students

Objective The purpose of this study was to determine the psychometric properties of instruments designed to assess the critical thinking domains of disposition and metacognition in a dental student population. Methods Two instruments originally developed to assess disposition and metacognition domains in undergraduate student populations were administered to dental students from 3 classes in the Spring of 2019. The overall response rate was 73%. Sampling adequacy was established for both domains. Exploratory factor analysis was used to determine underlying dimensions. Criterion validity was established by correlation with traditional measures of academic achievement. Results Kaiser–Meyer–Olkin index (>0.80) and Bartlett's test of sphericity (P < 0.005) indicated sampling adequacy for both domains. Factor analysis supported a 2‐factor solution for Disposition (Level of Open Mindedness and Tolerance for Cognitive Complexity) and a 2‐factor solution for Metacognition (Metacognitive Thinking and Metacognitive Strategies). Items loading at 0.4 or higher were retained. Cronbach's alpha was above 0.8 for all but the Metacognitive Thinking subscale, which nonetheless showed adequate reliability (0.65). Reliability for Disposition and Metacognition scales was also above 0.8. Conclusion These results indicate that the instrument has sufficient validity and reliability to support further use in dental education.