Failing to fail phenomena

Abstract

Introduction Clinical competence is the backbone of competence‐based dental education. Over time, there has been a paradigm shift toward training students who are capable of independent practice, as opposed to mere academic success. Methods A mixed‐method study was undertaken by anonymised email questionnaire to all restorative tutors at the UK Dental School. Demographics and teaching experience were ascertained, along with key questions on the utilisation of online assessment software iDentity. The assessment process for tutors was explored, and barriers experienced when grading students were reported. Results The questionnaire was sent to all 51 restorative tutors with a response rate of 59% (n = 30). Only 3.5% of tutors provided verbal feedback and grading to students in person, with 20.7% only completing iDentity gradings following an email reminder. The majority of staff (93.3%) felt comfortable in raising concerns; however, one of the three clinical tutors admitted they had allowed a failing student to a pass. Qualitative analysis demonstrated several themes why tutors were reluctant to fail students: maintaining good relationships, limited supervision, time delay of grading, one‐off event and the student's first attempt. Conclusions Grading students as competent as a one‐off experience could potentially mask a recurring problem with a student, in turn impacting the student's ability to assess their own weakness and believe themselves to be competent, and potentially be overconfident. Fair and accurate assessment has a significant benefit to student and staff, enabling targeted development to motivate the students and improve the quality of care provided to the patients.

The role of educators, mentors, and motivation in shaping dental students to become life‐long learners: A pan‐Canadian survey

“…Dixon and Roudsari explored the phenomenon of "failing to fail" among operative instructors and found occasionally instructors allowed a failing student to pass. 27 A false sense of proficiency does not allow the student to improve and may consequently, affect quality of care. Several reasons were provided including "maintaining good relationships, limited supervision, time delay of grading, one-off event, and the student's first attempt."…”

“…This might explain the previous finding of students finding dental school to have a relaxed and easy‐going environment. Dixon and Roudsari explored the phenomenon of “failing to fail” among operative instructors and found occasionally instructors allowed a failing student to pass 27 . A false sense of proficiency does not allow the student to improve and may consequently, affect quality of care.…”

Experiences of the use of portfolio in dental education – A qualitative meta‐ethnographic literature review

“…[Tucker 2018] Gains 'The e-portfolio has allowed me to see where my mistakes were and to think of ways to overcome obstacles' [Gardner, 2008] 'The need for honest and accurate assessment has a significant benefit to the student and staff, enabling targeted development to motivate the students and improve the quality of care provided to the patients.' [Dixon, 2022] Gains Across the different studies, the use of feedback and reflections was perceived as positive among both students and teachers. It was initially difficult to reflect, and it takes time, but was found to be rewarding.…”

“…criteria). 14 Both Ellis et al 15 and Dixon & Roudsari 14 further elaborated on the TA B L E 1 The results from critical appraisal skills programme (CASP) checklist from the articles included in the final analysis. Note: The aims and conclusions were quoted from the papers' abstracts, and when not available there, from the main paper.…”

“…It was expressed as a new and unclear role to both give feedback and assess students, leading to concerns about their performance as teachers. [13][14][15] Support and structure…”