Measuring the development of insight by dental health professionals in training using workplace-based assessment

Abstract

The development of trainees' insight into their performance can be assessed using a single criterion on a simple global ratings form. The process involves no additional burden on evaluators in terms of their time or cost, and promotes best practice in the provision of feedback for trainees.

Dental students' peer assessment: a prospective pilot study

“…This increase in ratings over time is in keeping with the earlier findings of Prescott‐Clements et al. in postgraduate dental trainees assessed by staff members in eight similar items, and Davies et al. in foundation medical trainees’ peer assessment.…”

“…This difference might be explained by an initial calibration process (48) or the time needed to gain experience as evaluators (49) or even adjusting to the learning environment (50), before scores started to rise. This increase in ratings over time is in keeping with the earlier findings of Prescott-Clements et al (36) in postgraduate dental trainees assessed by staff members in eight similar items, and Davies et al (51) in foundation medical trainees' peer assessment. Further, whilst not statistically significant (probably due to sample size), both groups peer assessment scores were positively correlated with students' end-of-year examination marks.…”

“…Both forms also incorporated an assessment of ‘Students’ insight into their performance’ and a 6‐point Likert scale for students to rate the utility of giving/receiving feedback as a technique to improve their future performance. Written instructions on how to complete the forms and a wider explanation of the grading scale were also included.…”

Effect of individual structured and qualified feedback on improving clinical performance of dental students in clinical courses‐randomised controlled study

“…Furthermore, recognising their own mistakes might facilitate students' searching for concrete ways to avoid those mistakes in future and directing their own learning . Furthermore, insight into one's own performance is necessary to develop the capacity to change and is vital for safe practice, professional development and self‐regulation …”

Teaching and assessment of communication skills in undergraduate dental education – a survey in German‐speaking countries

“…Another result, which has to be discussed, is the low number of workplace‐based assessments, although the clinical courses in the last 2 years of the curriculum, where the students treat their own patients under supervision of dental instructors, gives an ideal platform for that type of assessment. It could be hypothesised that WBA is not enough known in dentistry, and instruments which are already used in postgraduate dental training have not found their way into undergraduate education yet . Asking whether the contents are based on any catalogues of learning objectives, only one university mentioned the existing ‘Profile and Competences for the European Dentist’ by the Association of Dental Education in Europe (available since 2009).…”