Understanding self-assessment in undergraduate dental education

Burrows, Roland

doi:10.1038/sj.bdj.2018.437

Cited by 12 publications

(13 citation statements)

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“…Existing assessment methods such as OSCE/CPX are compatible with this approach. Further, self‐assessment optimizes the capabilities of learners by providing motivation and direction for future learning 60 and improving the level of critical thinking, a key element of deep learning in any subject. Though the dental school the participants attended is planning to establish and implement a formal system in which students can engage in self‐assessment of their clinical work, at present students are not graded or evaluated on their ability to self‐assess.…”

Section: Discussionmentioning

confidence: 99%

Most surface learning in the third year: Dental student learning approaches and implications for curriculum and assessment

Lee

Kim

Choi

2020

Journal of Dental Education

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Context Dental schools seek to educate students to become inclined toward self‐directed, lifelong learning, an important mindset for healthcare professionals that may be linked to deep versus surface learning approaches. Students using a deep learning approach are more intrinsically motivated and actively engage in higher‐order thinking, while those using a surface learning approach are more extrinsically motivated and aim for passive learning. Objectives Because student learning approaches can be influenced by a wide variety of learning experiences, we sought to understand how student approaches to learning differ by year in dental school and are related to academic achievement. Methods A total of 244 students in a 4‐year dental school program in South Korea voluntarily participated in this study. We collected data on school year and academic achievement, and approaches to learning of participants using the validated Study Processes Questionnaire to assess learning approach, which included the constructs of deep motive, deep strategy, surface motive, and surface strategy. Results We conducted 3 sets of statistical analyses and found that most students adopted a deep approach to learning (DAL) in their first and second years (Y1 and Y2), with third‐year students (Y3) showing heavy dependence on a surface approach to learning (SAL) and sharp drops in intrinsic motives. Student approaches to learning were not significantly related to academic achievement. In the first 2 years of dental school, students tended to adopt a DAL, and viewed their learning as personal growth and their profession as necessitating deep intellectual inquiry. Conclusions In the third year, the change from a DAL to a SAL coincided with entry to clinical training. The lack of integration of biomedical science (Y1 and Y2) and clinical science (Y3 and Y4), and increased stress in the initial clinical context may account for this difference. The poor correlation between a DAL and high achievement may indicate a need for change in assessment methods. This study hopes to stimulate reflection regarding student learning approaches and educational efforts that prepare future dentists for lifelong learning.

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Section: Discussionmentioning

confidence: 99%

Most surface learning in the third year: Dental student learning approaches and implications for curriculum and assessment

Lee

Kim

Choi

2020

Journal of Dental Education

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“…Based on our results, self-assessment in two cases is not sufficient to develop students' self-assessment skills. The Reliability: the degree to which the measurement is accurate and reproducible (23).…”

Section: Length Of Root Canal Obturationmentioning

confidence: 99%

“…enhanced especially in endodontic radiology, and evaluation of root canal obturation. Generally, it is believed that the students having difficulty in accurately grading their own performance are less likely to be capable of correcting, or identifying their required learning (23). Coutts and Rogers suggest that there is an advantage to students underrating their performance: this will motivate them to work harder and improve (21).…”

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confidence: 99%

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Agreement between faculty member assessments and student self‐assessments in a preclinical endodontic programme

2019

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This study aimed to evaluate the agreement between faculty member assessments and student self-assessments regarding the latter's performance in a preclinical endodontic course. The data were collected from 30 undergraduate dental students enrolled in a preclinical endodontic course at Taibah University in Saudi Arabia during 2017-2018 academic year. One course coordinator calibrated the grading method and distributed it to all staff and students. Students were asked to appraise their own performance of a root canal treatment for a tooth with a single canal. After the student self-assessments, two staff members also graded student performance using the same grading scale. The assessment agreement was compared between student and faculty evaluations using a Wilcoxon signed-rank test with a 0.05 significance level. There was a significant difference (P < 0.05) between student and staff member assessment scores. Student scores were lower and had a weak reliability compared to those of staff members.

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“…Training in self‐assessment is incorporated into the dental curriculum during practice especially through reflection and maintenance of clinical logs. Gordon has described self‐assessment as learners being able to evaluate their own work according to set standards or criteria . A systematic review of pre‐doctoral dental and dental hygiene students recommended training students to self‐evaluate their work using the same form in pre‐clinical and clinical environments, preferably throughout the curriculum .…”

Section: Introductionmentioning

confidence: 99%

Final year dental students' self‐assessed confidence in general dentistry

Rajan

Chen

et al. 2020

Eur J Dental Education

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Background: Self-assessment is an important introspective skill that dental professionals will utilise throughout their professional career. Its value lies in its ability to help individuals identify areas of strengths and weakness, and subsequently seek further development of professional skills where needed. The aim of this study was to investigate the correlation between self-assessed confidence and the assessment grade of final year dental students based on the professional attributes and competencies of newly qualified dentists outlined by the Australian Dental Council (ADC). Methods:Ethical approval was obtained prior to distribution of a questionnaire with 45 statements to final year dental students. The survey was created based on the learning outcomes of the ADC guidelines in the domains of "scientific and clinical knowledge" and "patient care." Participants indicated their level of self-assessed confidence by marking "X" on a visual analogue scale (VAS) from zero ("No Confidence") to 10 cm ("Very Confident").The assessment grade was based on OSCE, viva voce, case report and written paper.Results: A total of 58 (71.6%) dental students participated in the survey. The reported self-assessed confidence over two domains were under "patient care": clinical information gathering 8.92 ± 1.07 cm (range =3.94-10.0 cm: n = 58; 100%), clinical diagnosis and management planning 8.26 ± 1.34 cm (range =0.50-9.95 cm: n = 55; 94.8%), clinical treatment and evaluation, 6.07 ± 1.69 cm (range =0-10.00 cm: n = 55; 94.8%), and "scientific and clinical knowledge": 6.98 ± 1.58 cm (range =0-10.00 cm: n = 58; 100.0%). Within these categories, high confidence was reported for routine dental care (caries management and preventive care) whilst lower confidence was reported for the management of oral medicine and pathologies, dental emergencies, trauma, paediatric dentistry and prosthodontics. Correlation between the assessment grade and the overall score of self-assessed confidence is low positive (r = .225) and not statistically significant (n = 46; P = .132, Spearman'sρ). Conclusions:The final year dental students appear to have good overall self-assessed confidence in core areas of general dentistry. However, confidence seems to be overestimated when compared with summative assessment.

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Understanding self-assessment in undergraduate dental education

Cited by 12 publications

References 30 publications

Most surface learning in the third year: Dental student learning approaches and implications for curriculum and assessment

Most surface learning in the third year: Dental student learning approaches and implications for curriculum and assessment

Agreement between faculty member assessments and student self‐assessments in a preclinical endodontic programme

Final year dental students' self‐assessed confidence in general dentistry

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