Dental Students' Self-Assessment of Preclinical Examinations (original) (raw)
Related papers
Students' Self-Assessment in Pre-Clinical and Clinical Education of Prosthetic Dentistry
Journal of IMAB - Annual Proceeding (Scientific Papers), 2014
Background: The ability to self-assess is a critical skill that all health professionals must be able to do, in order to achieve competence. This is essential for the doctors of dental medicine. During their education and practice they apply different clinical and paraclinical procedures. The aim is to evaluate the students' self-assessment skills during the education of clinic and pre clinic of prosthetic dentistry. Material and methods: After the completion of certain work-preparation for full veneer crown, a questionnaire was provided to each student in preclinical course (n=30) and clinical course (n=30) for self-evaluation. The questionnaire involved: axial reduction, occlusal reduction, facial and lingual reduction, smoothing and finishing. The answers were based on the standard for the university grading scale. Than, the same questionnaire was fulfilled by the assistant professor without seeing students' self-evaluation. Results and Discussion: Results have been reported in percentages. 100% respond rate has been achieved. The students from the preclinical course tend to overestimate their performance (50%). The students from the clinical course tend to submit overall lower grades than the faculty evaluation (25%). Conclusions: The students from clinics have better self-assessment skills. The discrepancy was most pronounced in the junior students. The different evaluations (self-assessment and assistant professor's) help students to improve their understanding of certain principles and improve the teaching effectiveness of education of prosthetic dentistry.
Students’ Self-assessment: A Learning Tool and Its Comparison with the Faculty Assessments
The journal of contemporary dental practice, 2015
Objective: This study compared the student's self-grades versus the examiners grades, inter examiner grades and grades of anterior with posterior teeth in a preclinical prosthodontic course. Methods: 75 students and 2 examiners participated in the study. The students prepared one anterior (upper central incisor) and one posterior (lower first molar) teeth for full veneer crowns in allocated time of 2 hours and 30 minutes. After the preparations, the students self-graded their preparations based on criteria-based evaluation forms. The examiners also completed the grading for the prepared teeth. All the grades were recorded, comparisons were made using SPSS version 21 and results tabulated. Results: The means of grades (8.32) by the students themselves were found to be higher compared to the examiners grades (7.3) for the anterior as well as posterior teeth. Comparison of the grades for the anterior/posterior teeth and the overall grades showed a statistically significant difference (p = 0.000). A moderate correlation (0.399) and a strong correlation (0.601) were found between the grades of the faculty and the students for the anterior and posterior teeth respectively. The overall grading for the anterior and posterior teeth by the two faculty members showed no statistically significant difference (p = 0.053) and a very strong correlation (0.784). The results of the test showed a significant difference (p = 0.001) between the overall grading for anterior and posterior teeth. Conclusion: Students tended to grade their teeth preparations higher compared to the examiner grades, inter examiner variation in the grades existed and the grades of the anterior teeth were higher compared to the posterior teeth.
Purpose: The purpose of this project was to evaluate student self-assessment of operative dentistry experiences. Methods: First, a retrospective analysis of student self-assessment and faculty assessment grade sheets were evaluated for mean differences and correlations across time. Both preclinical (D2: n=120) and clinical (D3: n=120; D4: n=120) grades sheets were evaluated. Secondly, twenty-five (n=25) students from each of the D1, D2, D3 and D4 classes were asked to evaluate dentoform work. Twenty-five (n=25) operative calibrated faculty graded the same two dentoforms. Results: D2 student's self-assessment scores were significantly higher than the faculty assessment scores (t-test; p<0.05) and there was a negative correlation of scores (r=-0.503). D3 student's self-assessment scores were significantly higher than the faculty assessment scores (t-test; p<0.05) and there was a negative correlation of scores (r=-0.235). D4 student's self-assessment scores were not significantly different than the faculty assessment scores (ttest; p>0.05) and there was a positive correlation of scores (r= 0.408). On the prospective analysis, D1 dental students, D2 dental students and D3 dental students graded significantly higher (ANOVA; p<0.05) on the dentoform project than did the D4 dental students and faculty. There was an increasing correlation of scores directly related to experience (D1: r=-0.120; D2: r= 0.255; D3: r= 0.352; D4: r= 0.689). Conclusion(s): Student self-assessment is a learned process through experiential and continual encounters across time. The summative goal for all dental institutions is too provide students with the skills and knowledge to critical evaluate their work for self-directed learning.
Australasian Medical Journal
Background Root canal treatment (RCT) of molar teeth is very challenging to undergraduate dental students. Wellstructured self-assessment was shown to be the key for improving quality of dental education so that graduates could be properly prepared to act independently in dental practice. Aims To observe the effect of rubric self-assessment teaching during the preclinical stage on the performance of undergraduate students in treating patients' molars. Methods An improved rubric was introduced to the endodontic preclinical stage through which 128 students were trained on self-assessing their practical work over an entire year (Group A). While 149 students (Group B) were taught without self-assessment. The following year, during the clinical stage, both groups were asked to treat single rooted teeth only, after they finish at least ten teeth, students who feel confident enough were allowed to do simple molar PEER REVIEW Not commissioned. Externally peer reviewed.
2015
PURPOSE In response to several publications drawing attention to self-assessment and revised Commission on Dental Accreditation standards that state graduates should possess and demonstrate the ability to self-assess, dental hygiene and pre-doctoral dental programs find themselves searching for ways in which to incorporate self-assessment practices into the curriculum. Research indicates that students are often not familiar with self-assessment strategies nor are they effective at self-assessment upon entering professional programs. Therefore, students must be taught strategies to self-assess and be given opportunities to practice and refine these skills. Opportunities to develop and demonstrate self-assessment skills can be incorporated across the curriculum at the classroom level and at the global level. Both the A.T. Still University Arizona School of Dentistry and Oral Health and the University of Missouri-Kansas City School of Dentistry utilize a capstone portfolio project to i...
The Correlation of Student Performance in Preclinical and Clinical Prosthodontic Assessments
2000
Tracking student performance in preclinical and clinical courses can be helpful in developing and refining a curricu - lum. Our objective was to correlate student performance on three fixed prosthodontic examinations taken by eighty junior dental students. Examinations included a knowledge-based objective structured clinical examination (OSCE), a manual skills exercise completed on a typodont (Typodont), and a competency casting exam
Clinical and Experimental Dental Research
Purpose/Objectives: The current study was undertaken to investigate whether selfassessment of clinical skills of undergraduate dental students could be bridged with faculty assessment by deliberate training over an extended period. A secondary aim was to explore students' perception of self-assessment and its effect on their learning and motivation. Material and Methods: A prospective pilot study was conducted at the Department of Restorative Dentistry at Damascus University. Sixteen students participated in the study, ranging in age between 22 and 23 years. A modified Direct Observation of Procedural Skills form with a grading rubric was used to register and guide students' self-assessment; both were pretested on four students before the study. In total, four clinical encounters were completed by each student. Students were trained on how to conduct proper self-assessment before and after each clinical encounter. A postcourse questionnaire was used to investigate students' perception of self-assessment. Results: Bias in self-assessment decreased consistently after each encounter, and the difference in bias between the first (bias = 0.77) and the last encounter (bias = 0.21) was significant with a medium effect size (p = .022, d = 0.64). The percentage of disconfirming performance dimensions decreased from 39.7% to 26.9%. Students' ability to exactly pinpoint strengths improved consistently and significantly. However, their ability to pinpoint areas of improvement was volatile and showed no significant difference. Bland-Altman graph plots showed higher levels of agreement between self-assessment and faculty assessment. Moreover, students' perception of self-assessment was very positive overall. Conclusions: These findings suggest the possibility that the gap between selfassessment and faculty assessment could be bridged through deliberate training. Future longitudinal research using a larger sample size is still required to further
Journal of dental education, 2017
The aim of this study was to evaluate the process of student self-assessment on operative dentistry skills across four years at the University of Louisville School of Dentistry. First, a retrospective analysis of the Class of 2016 students' self-assessment and faculty assessment grade sheets was conducted to determine mean differences and correlations across time. Both preclinical (D2: n=120) and clinical (D3: n=120; D4: n=120) grade sheets were evaluated. Second, 25 students from each of the D1, D2, D3, and D4 classes in 2016 were asked to evaluate dentoform work, and 25 operative calibrated faculty members graded the same two dentoforms. The results of the retrospective analysis were that the D2 students' self-assessment scores were significantly higher than the faculty scores (t-test; p<0.05), and there was a negative correlation of scores (r=-0.503). The D3 students' self-assessment scores were also significantly higher than the faculty scores (t-test; p<0.05),...