Assessment formats in dental medicine: An overview

Gerhard-Szep, Susanne; Güntsch, Arndt; Pospiech, Peter; Söhnel, Andreas; Scheutzel, P; Wassmann, Torsten; Zahn, Thomas

doi:10.3205/zma001064

Cited by 20 publications

(13 citation statements)

References 175 publications

(274 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many medical schools have discontinued their undergraduate medical training and transitioned most of their teaching to digital formats 29. This included but was not limited to the transformation of objective structured clinical examinations30 into multiple choice tests.…”

Section: Methodsmentioning

confidence: 99%

Mental burden and perception of the study situation among undergraduate students during the COVID-19 pandemic: a cross-sectional study and comparison of dental and medical students

et al. 2021

View full text Add to dashboard Cite

ObjectivesTo investigate levels of distress, depression, anxiety, stress and perception of their current study situation during the COVID-19 pandemic among undergraduate dental and medical students.DesignObservational, cross-sectional study including two consecutive surveys (May and July 2020).SettingA large medical school in Germany.ParticipantsAll first year dental and medical students were invited. 132 participating first year students (44 dental, 88 medical) from the first survey and 150 students (50 dental, 100 medical) from the second were included in our analyses.Primary and secondary outcome measuresMental burden (distress thermometer, Patient Health Questionnaire-4, Perceived Stress Scale-4) and self-reported changes in mental health and perception of study situation during the COVID-19 pandemic (self-developed items) were compared. Open-ended questions were analysed by conventional content analyses.ResultsA considerable proportion of students (t1: May 2020: 84.1%; t2: July 2020: 77.3%) reported distress levels above cut-off. In July 2020, dental students reported significantly higher distress scores than medical students (dental: M=7.0, SD=2.3; medical: M=5.7; SD=2.1; p<0.001). More dental than medical students reported mild, moderate and severe levels of anxiety and depression symptoms. The majority stated that their mental health and study motivation had not changed during the pandemic. Logistic regression showed that being a dental student was significantly associated with a higher likelihood for serious worries regarding the study situation during COVID-19 at t1 (OR 4.0; 95% CI 1.1 to 14.2). At t2 higher distress was significantly associated with a higher likelihood for experiencing serious worries (OR 1.8; 95% CI 1.3 to 2.5). Regarding current concerns related to the pandemic, students most frequently reported difficulties with self-regulated learning (15.2%), study-related worries and uncertainty (14.4%), missing feedback of students and lecturers (11.4%) and lack of practical training (9.8%).ConclusionThe results suggest that high mental burden and the lack of practical training among medical and dental students is an increasing problem, with a possibly even higher urgency in dental students. Tailored psychological and educational support offers during and after the COVID-19 pandemic might help them as they progress through (medical and) dental school.

show abstract

Section: Methodsmentioning

confidence: 99%

Mental burden and perception of the study situation among undergraduate students during the COVID-19 pandemic: a cross-sectional study and comparison of dental and medical students

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Educational systems aim to switch the memorization approach to developing learners' reasoning and problem-solving skills [ 7 ]. Clinical reasoning training provides students with the opportunity to achieve critical thinking, clinical decision-making, and learning in three areas, cognitive, affective, and psychomotor, to prepare them for their professional role in society [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students

Owlia

Keshmiri

Kazemipoor

et al. 2022

International Journal of Dentistry

View full text Add to dashboard Cite

Introduction. This study aimed to investigate dental students’ clinical reasoning and diagnostic thinking ability by key feature test and “diagnostic thinking inventory” questionnaire. Methods. The present study was a descriptive cross-sectional study. The participants consisted of 61 senior dental students. Clinical reasoning and diagnostic thinking were assessed by key feature tests and the “diagnostic thinking inventory” “DTI” questionnaire, respectively. The “diagnostic thinking inventory” was developed by Bordage et al. in France and consisted of 41 questions on a 6-point Likert scale. The satisfaction of students was assessed through a 10-item questionnaire. Data were analyzed using SPSS 19 with descriptive tests (mean, SD, and percentage), student independent T-test, and Pearson correlation. The significance level was determined at p < 0.05 . Results. The mean scores of the key feature test were 56.55 ± 7.80. Diagnostic thinking scores of learners were reported in diagnostic thinking 136.47 ± 16.45, flexibility in thinking 72.22 ± 11.15, and structure of memory 64.24 ± 7.84. The difference in students’ scores in flexibility in thinking was significantly higher among male students than female students. ( p -value = 0.04). The students’ satisfaction scores were 3.53 ± 0.52, which showed relative satisfaction. Conclusion. The participants’ clinical reasoning and diagnostic thinking skills were reported at a low level. This issue emphasizes the need for training to enhance diagnostic thinking and clinical reasoning in dental education. Formative evaluation and reform of the educational programs of this course should be considered.

show abstract

“…There is a definite need for inclusion of more contemporary & outcome-oriented assessment tools such as objective structured clinical & practical examinations (OSCEs & OSPEs), clinical scenario-based assessment, and methods which put into use the critical thinking skills of the students into the curriculum framework. 16 More recently, the use of technology enhanced assessment tools such as computerised dental simulator (CDS) & virtual self-assessment (VSA) have also come up. These tools allow for the manipulation of the 3D model by means of rotating and zooming, thus provide enhanced spatial awareness and fine-motor coordination and enrich the depth and auditory perception.…”

Section: Discussionmentioning

confidence: 99%