CRITICAL THINKING DEVELOPMENT AS A KEY COMPONENT OF SOFT SKILLS IN EDUCATION

According to the competencies outlined in the current Higher Education Standard for the specialty 221 “Dentistry” within the field of knowledge 22 “Health Care” at the second (Master’s) level, students must be able to think abstractly, analyze and synthesize information, and demonstrate critical and self-critical thinking. Both general and specialized (professional, subject-specific) competencies highlight the necessity for students to critically understand educational challenges. The interpretation of these concepts aligns with widely accepted philosophical, scientific, legislative, and social perspectives. In this context, it becomes essential to identify effective methods for developing critical thinking in students as a component of Soft Skills, and to implement these methods in undergraduate education. Critical thinking serves as a key component that enhances students’ motivation to learn and prepares them for independent work. It plays a crucial role in acquiring both theoretical knowledge and practical skills. In order to improve and to develop critical thinking, undergraduate students must be able to interpret, analyze, and compare patient information; generalize, evaluate, and logically draw well-supported conclusions from the data obtained during patient examinations. The teacher must foster critical thinking in students by utilizing the technology of developing critical thinking, which operates through specific phases: challenge, comprehension, and reflection. To effectively cultivate critical thinking skills in undergraduate students, it is recommended to apply methods such as professional situation analysis, empathy, constructing effective arguments, and analyzing cause-and-effect relationships. These approaches will help develop critical thinking as a key component of Soft Skills in students.