Student Self‐Assessment of Operative Dentistry Experiences: A Time‐Dependent Exercise in Self‐Directed Learning

Metz, Michael J.; Durski, Marcelo T.; Degaris, Megan O.Malley; Daugherty, Timothy; Vaught, Randall L.; Cornelius, Celine Joyce; Mayfield, Theresa G.

doi:10.21815/jde.016.020

Cited by 15 publications

(23 citation statements)

References 20 publications

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“…When examining dental education, our previous studies have shown that there is significant room for improvement in student's self‐assessment ability during their preclinical years 1,6 . Various studies have investigated students’ self‐assessment skills and found discrepancies between the levels of competence perceived by preclinical students, clinical students, and faculty 4,7,8 …”

Section: Introductionmentioning

confidence: 99%

The effect of gender on student self‐assessment skills in operative preclinical dentistry

Kornmehl

Patel

Agrawal

et al. 2021

Journal of Dental Education

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Purpose/objective Self‐assessment is a fundamental skill for dentists and other health care providers. It enables these professionals' ability to critically evaluate the quality of their clinical work and improve through self‐directed learning. Researchers have investigated how gender affects self‐assessment skills and have shown that male students tend to overestimate their performance while female students tend to underestimate theirs as compared to peer or faculty assessment. The goal of this study was to evaluate how the self‐assessment skills of dental students differ by gender in operative preclinical dentistry. Methods Third‐year dental students (N = 208, Class of 2016–2021) self‐assessed their work using the same rubrics as faculty on four operative dentistry competency examination procedures: Class II amalgam preparation and restoration and Class III resin‐composite preparation and restoration. Two calibrated full‐time faculty graded all procedures independently. The Student self‐assessment‐Faculty grade (S‐F) gap scores were calculated and statistically analyzed. Results Overall, both genders overestimated their self‐assessment for all four procedures as compared to actual scores given by faculty. Males overestimated more significantly than females for Class II Amalgam preparation, but not for the other three procedures. However, when the S‐F gap for all procedures was combined and analyzed together, male students significantly overestimated their self‐assessments compared to female students. When female and male students grading scores were stratified into quartiles, there were significantly larger differences between males and females in the lower quartiles, which suggest that difference in self‐assessment abilities was more prominent among the lower performing students. Conclusion The results of this study demonstrate that gender may affect the accuracy of self‐assessment in operative preclinical dentistry.

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Section: Introductionmentioning

confidence: 99%

The effect of gender on student self‐assessment skills in operative preclinical dentistry

Kornmehl

Patel

Agrawal

et al. 2021

Journal of Dental Education

View full text Add to dashboard Cite

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“…However, it is also important to mention that self‐evaluation skills have shown to be inaccurate predictors of performance as students who underperform tend to evaluate themselves higher than faculty 39 . Accurate self‐evaluation is learned over time, which is evident as fourth‐year dental students' self‐assessment of operative procedures correlates more with faculty's assessment than that of second‐year dental students 40 …”

Section: Discussionmentioning

confidence: 99%

Can an interactive case‐based activity help bridge the theory‐practice gap in operative dentistry?

Chutinan

Kim

Chien

et al. 2020

Eur J Dental Education

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Introduction A theory‐practice gap in pre‐doctoral dental education is a common source of stress for dental students. An interactive, small‐group, case‐based activity was designed to bridge the gap between pre‐clinical and clinical experiences. The aim of our study was to assess the effectiveness of the case‐based activity by evaluating students' comfort level in operative procedures. Materials and Methods Over 5 years, a total of 172 second‐year students from the classes of 2017 through 2021 participated in the case‐based activity delivered after the completion of the core operative dentistry course. The exercise included a pre‐activity online quiz, an in‐class case‐based session and a laboratory exercise. Students' self‐reported comfort levels in performing operative procedures were collected by surveys at three different times. They included the post‐course survey distributed after the completion of the core operative dentistry course, the post‐activity survey distributed after the completion of the case‐based activity, and the follow‐up survey distributed after students completed their first operative procedures in clinic. Results There was a 93% response rate. The average rating of all eight statements revealed statistically significant increase in students' comfort level after completing the case‐based activity and after performing their first operative procedures in the teaching practice. Conclusion This observation suggests that the case‐based activity was effective in raising students' comfort levels. The activity may serve as an important tool in bridging the theory‐practice gap between pre‐clinical and clinical operative experiences.

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“…This study included several possible sources of error including the use of self-reporting with its possible overconfident and underconfident ratings. 18,19 However, recent literature suggests that self-assessment can be learned if supported by faculty, criteria, and multiple experiences, [20][21][22] as was the case with these respondents.…”

Section: Limitationsmentioning

confidence: 99%

“…Those with less competence have been found to rate their abilities higher than warranted, while those with more competence tend to score themselves lower. 18,19 However, recent studies have found congruence between students' self-ratings and those of faculty members, 20,21 particularly if self-assessment is supported by criteria and practice. 21,22 Dental accreditation standards in Canada 4 and the United States 5 acknowledge this by requiring evidence of students' abilities to self-evaluate.…”

Section: Introductionmentioning

confidence: 99%

“…18,19 However, recent studies have found congruence between students' self-ratings and those of faculty members, 20,21 particularly if self-assessment is supported by criteria and practice. 21,22 Dental accreditation standards in Canada 4 and the United States 5 acknowledge this by requiring evidence of students' abilities to self-evaluate. The use of self-confidence ratings could be problematic for regulators with their focus on the assessment of individuals but it appears a reasonable methodology for gaining group data to support program decision-making as evidence by other professional health studies.…”

Section: Introductionmentioning

confidence: 99%

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Fourth‐year dental hygiene students’ educational preparedness: Self‐confidence ratings of the Canadian Dental Hygienists Association baccalaureate competencies (2017‐2019)

Sunell

Laronde

Kanji

2021

Journal of Dental Education

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Problem statement: The Canadian Competencies for Baccalaureate Dental Hygiene Programs (CCBDHP) were first published in 2015 by the Canadian Dental Hygienists Association. They reflect the first articulation of dental hygiene baccalaureate competencies in North America. However, there is little evidence to support baccalaureate graduates acquire these abilities. Objective: To examine the confidence levels of baccalaureate fourth-year students in their ability to demonstrate the CCBDHPs.Methods: This 3-year longitudinal study rated the self-confidence levels of fourth-year students as they neared graduation from the University of British Columbia from 2017 to 2019. It involved an online, anonymous survey using a 5point scale ranging from not confident to confident. Respondents rated their selfconfidence in the 110 sub-competencies articulated within the 13 competency domains of the CCBDHP. Results: Responses were received from 54 of the 70 graduating students for a cumulative 77% response rate. Respondents expressed the most confidence in the competency domains of Clinical Therapy (100%), Collaboration (100%), Disease Prevention (100%), Professionalism (100%), and Oral Health Education (90%) but expressed less confidence in Research Use (73%), Health Promotion (70%), Leadership (67%), Policy Use (20%), and Advocacy (11%). Conclusion: These data suggest that curriculum revisions are needed in 5 domains but such changes may not be sufficient. Transition support may be warranted to assist graduates as they enter practice, while some competencies may be more appropriate for graduate studies. The study contributes to an international discussion about the educational preparedness of baccalaureate graduates, and the boundaries between diploma, baccalaureate and master's education.

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Student Self‐Assessment of Operative Dentistry Experiences: A Time‐Dependent Exercise in Self‐Directed Learning

Cited by 15 publications

References 20 publications

The effect of gender on student self‐assessment skills in operative preclinical dentistry

The effect of gender on student self‐assessment skills in operative preclinical dentistry

Can an interactive case‐based activity help bridge the theory‐practice gap in operative dentistry?

Fourth‐year dental hygiene students’ educational preparedness: Self‐confidence ratings of the Canadian Dental Hygienists Association baccalaureate competencies (2017‐2019)

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