The aim of this study was to determine the level of agreement regarding assessments of competence among dental students, their student peers, and their clinical skills tutors in a preclinical skills program. In 2012-13 at the University of Edinburgh, second-year dental students learned to perform the following seven cavity preparations/restorations on primary and permanent Frasaco teeth: single-surface adhesive occlusal cavity; single-surface adhesive interproximal cavity; single-surface adhesive labial cavity; multi-surface adhesive cavity; multi-surface amalgam cavity; pre-formed metal crown preparation; and composite resin buildup of a fractured maxillary central incisor tooth. Each student, a randomly allocated student peer, and the clinical skills tutor used standardized descriptors to assign a competency grade to all the students' preparations/restorations. The grades were analyzed by chi-square analysis. Data were available for all 59 second-year students in the program. The results showed that both the students and their peers overestimated the students' competence compared to the tutor at the following levels: single-surface adhesive occlusal cavity (χ 2 =10.63, p=0.005); single-surface adhesive interproximal cavity (χ 2 =11.40, p=0.003); single-surface labial cavity (χ 2 =23.70, p=0.001); multi-surface adhesive cavity (χ 2 =12.56, p=0.002); multi-surface amalgam cavity (χ 2 =38.85, p=0.001); pre-formed metal crown preparation (χ 2 =40.41, p=0.001); and composite resin buildup (χ 2 =57.31, p=0.001). As expected, the lowest levels of agreement occurred on the most complicated procedures. These indings support the need for additional ways to help students better self-assess their work.Dr.

A Clinical Skills Program would appear to result in an improvement in cavity preparation, particularly in relation to cavity width.