Search

Purpose/objective: A career in healthcare is built on the foundations of continuous self‐reflection and self‐assessment. Previous studies have solely compared student self‐assessment to faculty grades in a single discipline. The objective of this study was to investigate whether associations of a student's self‐assessment skills exist across multiple disciplines in the predoctoral setting. Methods: Sixty‐five students from two class years at the Harvard School of Dental Medicine completed preclinical competency exams in dental anatomy waxing and operative dentistry. The difference between the student's self‐assessment score and average faculty grade for each exercise was calculated as the student‒faculty (S‐F) gap, which served as a proxy to determine how students evaluate their work. Regression analysis was performed to assess associations between wax‐up and preclinical operative S‐F gaps. Results: Mean S‐F gaps for waxing and preclinical operative procedures were positive (5.7 ± 6.1 and 7.6 ± 6.7, respectively). Additionally, students in the lower quartile tended to overestimate performance to a greater degree than their peers in the upper quartile. Furthermore, the waxing S‐F gaps were positively associated with S‐F gaps of each operative procedure, particularly with the combined operative exercise S‐F gaps, where a statistically significant association was seen (coefficient = 0.28; p = 0.04). Conclusion(s): Previously, we identified a negative correlation between students' self‐assessment skills (S‐F gaps) and their preclinical performance. In this study, we further demonstrated an association of S‐F gaps in two fundamental exercises: wax‐up and operative dentistry. This underscores the roles of S‐F gaps as possible indicators of students' preclinical and clinical performance, and it holds potential to become a widely standardized and applicable calculation that may help evaluate the effectiveness of the dental curricula and optimize student learning. [ABSTRACT FROM AUTHOR]

Introduction: The development of early self‐assessment skills and determining its correlation with academic performance could provide evidence to alter dental curricula. The aim of this retrospective study was to examine the relationships between students' early self‐assessment ability in waxing and three different evaluation methods (waxing assessment, written examinations, and tooth identification examination) in a dental anatomy course. Materials and Methods: The dental anatomy scores during the academic years of 2018–2019 and 2019–2020 from two cohorts of second‐year pre‐doctoral dental students at the Harvard School of Dental Medicine were analyzed. Regression analyses were completed to assess the relationship between all evaluation methods. Results: There was a statistically significant correlation between self‐assessment ability and the waxing assessment but no significant correlation between self‐assessment ability and the other evaluation methods. Conclusion: Our results showed that the introduction of self‐assessments in dental anatomy waxing was correlated with successful waxing skills. Furthermore, a relevant finding is that students who received higher classifications were also capable of doing better self‐assessments. These findings provide evidence that impacts dental curricula. [ABSTRACT FROM AUTHOR]

Introduction: The advancement of 3D digital scanners has allowed educators to uphold the quality of education whilst implementing novel methods of assessment. Objective: The purpose of this study was to compare two evaluation methods, conventional and digital scanned assessments, on student cavity preparations and students and faculty's perceptions of these assessment methods. Methods: Predoctoral students performed Class II amalgam and Class III resin composite preparations on simulated teeth for their preclinical competency examinations. Two calibrated faculty evaluated the students' preparations using dental instruments for conventional assessments and 3D scanned images for digital assessments. Faculty scores from both assessment methods were compared and statistically analysed (p <.05). Students also self‐assessed their performance using the digital scanned images and filled out a perception survey. Results: There was no statistically significant difference between the conventional (Class II; 73.3 ± 12.2 and Class III; 82.5 ± 8.9) and the digital assessment with scanned images (Class II; 71.3 ± 11.0 and Class III; 82.2 ± 8.2). Faculty scores from both methods have shown a trend of comparability. Most students agreed that digital ideal preparation models were useful (84.2%) and almost all students agreed that digital technology helped them learn operative dentistry (91.1%). In contrast, most students agreed that conventional assessment should be the main self‐evaluation system (82.2%) and disagreed that digital assessment is more effective than conventional self‐assessment (68.3%). Conclusion: Our study demonstrated that 3D digital technology could be an alternative and/or supplementary educational tool to aid in upholding the quality of dental education. [ABSTRACT FROM AUTHOR]

Introduction: A theory‐practice gap in pre‐doctoral dental education is a common source of stress for dental students. An interactive, small‐group, case‐based activity was designed to bridge the gap between pre‐clinical and clinical experiences. The aim of our study was to assess the effectiveness of the case‐based activity by evaluating students' comfort level in operative procedures. Materials and Methods: Over 5 years, a total of 172 second‐year students from the classes of 2017 through 2021 participated in the case‐based activity delivered after the completion of the core operative dentistry course. The exercise included a pre‐activity online quiz, an in‐class case‐based session and a laboratory exercise. Students' self‐reported comfort levels in performing operative procedures were collected by surveys at three different times. They included the post‐course survey distributed after the completion of the core operative dentistry course, the post‐activity survey distributed after the completion of the case‐based activity, and the follow‐up survey distributed after students completed their first operative procedures in clinic. Results: There was a 93% response rate. The average rating of all eight statements revealed statistically significant increase in students' comfort level after completing the case‐based activity and after performing their first operative procedures in the teaching practice. Conclusion: This observation suggests that the case‐based activity was effective in raising students' comfort levels. The activity may serve as an important tool in bridging the theory‐practice gap between pre‐clinical and clinical operative experiences. [ABSTRACT FROM AUTHOR]

Self-assessment is a critical skill for health care professionals. Because these professionals must be lifelong, self-directed learners and self-regulating practitioners, the ability to self-assess is essential for them. The aims of this study were to measure how dental students self-assessed and peer-assessed their performance in preclinical operative procedures and to evaluate any relationship between their assessment ability and preclinical skills or academic performance. The study was conducted from 2015 to 2016. Third-year students at Harvard School of Dental Medicine self-assessed their work on four preclinical practical exams: Class II amalgam preparation, Class II amalgam restoration, Class III composite preparation, and Class III composite restoration. Three faculty members graded the same preparations and restorations. The difference between the students' self-assessment and the mean faculty assessment was calculated as the student-faculty (S-F) gap. An absolute S-F gap was also calculated with absolute values of differences. A total of 71 students completed these practical exams: 36 in the Class of 2016 and 35 in the Class of 2017. All 71 self-assessments for each of the four practical exams were collected for a response rate of 100%. The results showed that the mean S-F gap ranged from 2% to 8%, and the absolute S-F gap ranged from 7% to 12%. Preclinical performance was correlated with self-assessment accuracy. Low-performing students significantly overestimated their self-assessments compared to the rest of the class. High-performing students had more accurate self-assessments and tended to underestimate themselves. Overall, these results showed that the students had room for improving the accuracy of their self-assessments. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate the level of assessment skills of dental students as evaluators in an introductory dental anatomy preclinical course. Three groups of evaluators independently and separately evaluated each student's wax-ups: seven third-year student evaluators, five fourth-year student evaluators, and four faculty evaluators. There were 13 criteria on which the students' wax-ups for teeth #3, 6, 8, and 12 were evaluated on a scale ranging from 1=honors/highest score to 4=fail/lowest score. Of the three groups of evaluators, scores given by the third-year students were the highest with an average of 2.47 (SD=0.69), while faculty evaluators gave the lowest scores with an average of 2.61 (SD=0.68). The percentages of marginal passes and failing scores given by the third-year students were the lowest (marginal pass=15.8% and fail=17.2%) of the three evaluator groups. The results of the study indicated that assessments were influenced by the type of evaluator. In order to utilize students more effectively as evaluators in preclinical assessments, a calibration method for student and faculty evaluators should be established along with close mentorship by faculty. Involving dental students as peer teachers could reinforce the learning experience for them and encourage them to consider a future academic career. [ABSTRACT FROM AUTHOR]