Students' Self-Assessment in Pre-Clinical and Clinical Education of Prosthetic Dentistry (original) (raw)
Related papers
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.
Dentistry students’ self-assessment of their practical skills – a survey study
2020
Introduction: Young dentist after graduation often have to perform a wide range of dental treatments without any assistance. Objectives: The aim of the study was to assess dental education in different medical universities in Poland. Material and methods: A paper-pencil survey was carried out among fifth-year students of dentistry in 8 medical universities. The questionnaire assessed a self-perceived confidence in clinical skills and evaluated the level of preparation for independent work in general dental practice. Each respondent completed the given questionnaire independently in the allocated time. Results: Out of 500 participants, only 98 (19.6%) considered themself well-prepared for independent work after graduation. The students felt mostly unready for endodontic treatment with rotary instruments (79.4%) and warm gutta-percha (89.2%) as well as for preparing teeth for fixed dentures (77.2%). Most students felt well-prepared for direct filling restoration (83.6%) and tooth extraction (79.8%). About half of the students considered themself prepared for using a rubber dam (48.2%), making complete denture (58.6%), and teeth splinting (43.6%). Conclusions: Dental students feel well-prepared for those procedures, which they repeated multiple times during their education. That is why clinical preparation is significant in the conditions of medical simulation for all clinical procedures, which young dentists will perform in their future work.
Dental Students' Self-Assessment of Preclinical Examinations
2008
Accurate self-assessment is an important attribute for practicing dentists and, therefore, an important skill to develop in dental students. Our purpose was to examine the relationship between faculty and student assessments of preclinical prosth- odontic procedures. Seventy-six second-year students completed two consecutive examinations and two self-assessments. The examinations involved setting maxillary denture teeth on a model to simulate the clinical
Dental Students’ Perceptions on the Value of Self-Assessment Skill
Procedia - Social and Behavioral Sciences, 2011
Self-assessment skill is an important tool for the students to become an effective learner and this skill should be taught to the students. The aim of this study is to investigate the perception of the dental students towards the value of self-assessment skill in their life. A questionnaire was constructed consisting of 14 items. It was validated and pre-tested before being distributed to 3 groups of dental students (Year 2, 3 and 4). The results found that most of the students were aware about the importance of selfassessment for their dental training and had positive attitudes towards practicing self-assessment for skill. More than 80% of the students agreed on the benefits of practicing self-assessment in their clinical training. However, compared to Year 2, the Year 4 students were not so keen to use the self-assessment form unless asked to do so and this difference in response was significant. The results from this study will be used to plan a systematic way of assisting students to develop and practice self-assessment as a pre-requisite to acquire self-directed and lifelong learning skills.
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...
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.
BMC Medical Education, 2023
Background Dental education has placed continued emphasis on self-regulated learning (SRL) and its subprocess, self-assessment. This study set out to evaluate the effectiveness of a novel workplace assessment method in developing trainees' self-assessment of operative procedures. Methods A Direct Observation of Procedural Skills (DOPS) form was modified for the use and measurement of selfassessment. Participants were trained on how to conduct self-assessment using the designed assessment form and its grading rubric. Feedback and feedforward sessions were given to address self-assessment and performance issues. A P-value less than 0.10 was considered significant and the confidence level was set at 90%. Results Thirty-two Year 5 dental students with an age mean of 22.45 (SD = 0.8) completed five self DOPS encounters during the clinical operative dentistry module in 2022. The aggregated total deviation (absolute difference) between self-assessment and teacher assessment decreased consistently in the five assessment encounters with a significant mean difference and a medium effect size (P = 0.064, partial Eta squared = 0.069). Participants' self-assessment accuracy differed from one skill to another and their ability to identify areas of improvement as perceived by teachers improved significantly (P = 0.011, partial Eta squared = 0.099). Participants' attitudes towards the assessment method were positive. Conclusions The findings suggest that the self DOPS method was effective in developing participants' ability to self-assess. Future research should explore the effectiveness of this assessment method in a wider range of clinical procedures.