Can performance on summative evaluation of wax‐added dental anatomy projects be better predicted from the combination of supervised and unsupervised practice than from supervised practice alone?

Radjaeipour, Gitta; Chambers, David W.; Geissberger, Marc

doi:10.1111/eje.12166

Cited by 2 publications

(11 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…De Peralta et al 37 report a similar collaborative and collegial participation in reviewing and updating of marking criteria used in their study 37 . Majority of studies only displayed marking criteria rubrics with no reference to their development or validation 27,29,30,32‐34,36‐38 …”

Section: Resultsmentioning

confidence: 99%

“…There were two main types of study: (a) studies comparing an intervention with a control group—two randomised control trials (RCT) 27,28 and three non‐randomised studies (NRS) 29‐31 ; and (b) studies comparing intervention outcomes within the same group overtime—eight NRS 31‐38 (Table 1). One prospective three‐arm study 30 compared an intervention with a control group and within the same group overtime.…”

Section: Resultsmentioning

confidence: 99%

“…All studies presented risk of bias in at least one domain, notably blinding participants to the study as this is often a domain impossible to control in learning settings 30‐32,34,35,37 . Students’ previous skills or academic abilities 31‐33,37,38 and measurement exposure 31,35 was the second most uncontrolled element of the studies (Figure 2).…”

Section: Resultsmentioning

confidence: 99%

“…All studies reported using grading criteria in assisting students to recognise standards of quality during the appraisal process. Ten studies use criteria developed by teachers to produce a final grade by adding individual criterion's scores 27‐30,32,33,35‐38 . Two studies allowed more flexibility.…”

Section: Resultsmentioning

confidence: 99%

“…Information on graders reliability using the marking criteria is also reported with different amounts of detail. Some studies report a numerical value of reliability amongst graders, 29,30,33,34,36,39 whilst others mention the calibrating strategies used by the graders 35,37,38 (Table 4).…”

Section: Resultsmentioning

confidence: 99%

See 4 more Smart Citations

A systematic literature review of assessment feedback in preclinical dental education

Rung

George

2020

Eur J Dental Education

View full text Add to dashboard Cite

Introduction Development of evaluative judgement abilities through assessment and feedback strategies is crucial in students’ progress to become self‐regulated lifelong learners. Dentists’ ability to appraise the quality of treatment provided to their patients starts with development of competences in a simulated preclinical training environment. However, the effectiveness of these assessment and feedback strategies is not well understood. Material and methods This literature review aimed to identify the assessment and feedback interventions and their effect on dental students’ appraisal and psychomotor skills during preclinical training. A search of the electronic databases PubMed, Ebscohost (Dentistry and Oral Health), Scopus, Web of Science and EMBASE was conducted of studies published until October 2019. Results Twelve studies met the inclusion criteria. Two studies were randomised controlled trials and ten non‐randomised studies. All studies included students’ self‐assessment and grading criteria as part of their feedback interventions. Feedback utilisation training was reported in 66% of the included studies. Evidence suggests feedback strategies improve psychomotor skills and increase agreement between students’ and teachers’ awarded grades. However, these improvements vary with the complexity of the task. Only one study shows self‐directed learning significantly contributing to students’ psychomotor skill improvement. Conclusion Although assessment and feedback are regarded as crucial for developing students’ evaluative judgement capabilities to become self‐regulated lifelong learners, there is limited empirical evidence of the assessment and feedback conditions that enhance students’ judgement abilities, performance and self‐regulation. Further research is needed to investigate and compare the effect of different assessment and feedback interventions on students’ appraisal skills, their impact on learning and self‐regulation.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

A systematic literature review of assessment feedback in preclinical dental education

Rung

George

2020

Eur J Dental Education

View full text Add to dashboard Cite

show abstract

Ciencias de la implementación: de la evidencia a la práctica

2017

View full text Add to dashboard Cite

La amplia gama de evidencias científicas que respaldan diversas intervenciones clínicas no son suficientes para que dichas intervenciones se utilicen en la práctica. De tal modo que la Medicina Basada en la Evidencia debe dar el paso hacia la Practica Basada en la Evidencia, a través de procesos de implementación que permitan desplegar y contextualizar intervenciones en salud respaldadas por la evidencia. Para tal fin se ha desarrollado la Ciencia de la implementación, la cual investiga los factores que influencian el uso efectivo y completo de las innovaciones científicas en la práctica, intentando maximizar los beneficios de las intervenciones en salud. Esta ciencia se define como el estudio de los métodos que promueven la incorporación sistemática de hallazgos de investigación en la rutina clínica, con el objetivo de mejorar la calidad y efectividad de los servicios e intervenciones en salud. El propósito de este artículo es introducir el concepto de Ciencia de la Implementación en relación con la epidemiología clínica y establecer las razones por las cuales existe una imperiosa necesidad de su desarrollo. Además, tiene el propósito de explicar el porqué de la necesidad de acelerar la aplicación efectiva de la Medicina Basada en Evidencia y definir los principales modelos que precisan el ámbito de trabajo de esta ciencia, incluyendo: las particularidades de los estudios de implementación, sus diferencias con los estudios clásicos de la epidemiología clínica, los modelos de implementación y evaluación, así como la definición de los desenlaces esperados en un estudio de implementación.

show abstract

Can performance on summative evaluation of wax‐added dental anatomy projects be better predicted from the combination of supervised and unsupervised practice than from supervised practice alone?

Abstract: Student-directed home practice provided a measureable improvement in ability to predict eventual performance in summative test cases over and above the predictive contribution of intervening faculty-controlled practice conditions.

Cited by 2 publications

References 13 publications

A systematic literature review of assessment feedback in preclinical dental education

A systematic literature review of assessment feedback in preclinical dental education

Ciencias de la implementación: de la evidencia a la práctica

Contact Info

Product

Resources

About