Use of Progress Testing in a UK Dental Therapy and Hygiene Educational Program

Ali, Kamran; Zahra, Daniel; Tredwin, Christopher; Mcilwaine, Clare; Jones, Gill

doi:10.21815/jde.018.015

Cited by 12 publications

(33 citation statements)

References 21 publications

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“…The Faculty of Medicine and Dentistry, University of Plymouth uses PT for the assessment of knowledge in three different undergraduate programs and one postgraduate program: Bachelor of Medicine and Bachelor of Surgery (BMBS); Bachelor of Dental Surgery (BDS); Bachelor of Dental Therapy and Hygiene (BScDTH); and postgraduate diploma in Physician Associate (PA) studies. The undergraduate curricula for the BMBS, BDS and BScDTH programs were designed around a problem-based learning model with spiraling curriculum in successive years to allow review and repeated exposure to applied knowledge [ 3 , 12 , 13 ]. We have reported our experience in the development and use of PT in Medicine [ 4 ], Dentistry [ 14 , 15 ] and Dental Therapy Programs [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy

et al. 2018

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AimsTo investigate the impact of progress testing on the learning experiences of undergraduate students in three programs namely, medicine, dentistry and dental therapy.MethodsParticipants were invited to respond to an online questionnaire to share their perceptions and experiences of progress testing. Responses were recorded anonymously, but data on their program, year of study, age, gender, and ethnicity were also captured on a voluntary basis.ResultsA total of 167 participants completed the questionnaire yielding a response rate of 27.2% (n = 167). These included 96 BMBS students (27.4%), 56 BDS students (24.7%), and 15 BScDTH students (39.5%). A 3 -Program (BMBS, BDS, BScDTH) by 8-Topic (A-H) mixed analysis of variance (ANOVA) was conducted on the questionnaire responses. This revealed statistically significant main effects of Program and Topic, as well as a statistically significant interaction between the two (i.e. the pattern of topic differences was different across programs).ConclusionsUndergraduate students in medicine, dentistry, and dental therapy and hygiene regarded PT as a useful assessment to support their learning needs. However, in comparison to students in dentistry and dental therapy and hygiene, the perceptions of medical students were less positive in several aspects of PT.

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Section: Introductionmentioning

confidence: 99%

Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy

et al. 2018

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“…Whilst well established in human medical curricula in Europe and beyond since the 1970s, the situation in dental education is different. To date, only the Dental School at the University in Plymouth (UK) is known to have established a DPT in different educational programmes . Wider use of PT in dental education should be pursued, as it is an essential source of information for dental educators as advocates for high‐quality patient care, and for students as a meaningful feedback instrument …”

Section: Discussionmentioning

confidence: 99%

“…To date, only the Dental School at the University in Plymouth (UK) is known to have established a DPT in different educational programmes. 4,15,16 Wider use of PT in dental education should be pursued, as it is an essential source of information for dental educators as advocates for high-quality patient care, and for students as a meaningful feedback instrument. 15,19,20 In our DPT in its present form, overall numbers of "correct," "false" and "don't know" answers are similar to other PTs used in human and dental medical curricula (Table 1).…”

Section: Discussionmentioning

confidence: 99%

“…This kind of tool is not, however, widespread in dental education. A Pubmed search produced only results for a dental progress test (DPT) for a Bachelor of Dental Surgery Programme and for a Dental Therapy and Hygiene Programme in the Peninsula School of Dentistry in Plymouth, UK . Since no German‐language DPT is presently available, this prospective study aimed to develop and implement a reliable German‐language DPT for the undergraduate dental curriculum at the Dental School of Medical University of Graz (Austria).…”

Section: Introductionmentioning

confidence: 99%

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First reported implementation of a German‐language progress test in an undergraduate dental curriculum: A prospective study

Kirnbauer

Avian

Jakse

et al. 2018

Eur J Dental Education

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IntroductionProgress testing is a special form of longitudinal and feedback‐oriented assessment. Even though well established in human medical curricula, this is not the case in dental education. The aim was the prospective development and implementation of the first reported German‐language Dental Progress Test (DPT) for the undergraduate dental curriculum at the Medical University of Graz, Austria.Material and methodsParticipation in DPT was compulsory for all dental students in terms 7‐12 (years 4‐6). Three tests, each consisting of 100 items out of a pool of 375, were administered within 3 consecutive terms in 2016 and 2017. Rasch analyses were used to evaluate the questionnaire and identify misfitting items.ResultsIn the item responses, 59.7% were “correct,” 27.0% were “false” and 13.3% were answered with “don't know,” with similar results at all 3 time points. The assumption of parallel ICC was met (T1: χ2 = 51.071, df = 74, P = .981; T2: χ2 = 57.044, df = 67, P = .802; T3: χ2 = 58.443, df = 72, P = .876) and item difficulties for the thematic fields were similarly distributed across the latent dimensions.ConclusionThe newly introduced DPT is appropriate for testing dental students and is well balanced for the tested target group.

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“…15 Practically, proper assessments have several benefits for faculty, students and administrators such as improving teaching, learning, self-assessment, calibration and the recognition of learning and teaching needs. 9,16,17 The objective of this qualitative description study was to explore faculty and student views of didactic and clinical assessments (summative and formative), in the School of Dentistry at the University of Alberta. Exploring these views can inform the development of questionnaires to evaluate assessment practices in dental education and beyond by revealing the complexity of this issue, including salient properties and dimensions.…”

Section: Introductionmentioning

confidence: 99%

Dental faculty and student views of didactic and clinical assessment: A qualitative description study

Perez

Green

Starchuk

et al. 2020

Eur J Dental Education

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Objective: Although assessment is essential to accurately represent student learning, little is currently known about student and faculty perceptions of assessment in dental schools. Our study aimed to explore faculty and student views of didactic and clinical assessments in the School of Dentistry at the University of Alberta. Method: Qualitative description informed the study design. Data were collected through focus groups and analysed inductively using manifest content analysis. Results: Five focus groups were conducted with faculty (n = 34) and three with students (n = 19). Faculty and student views of assessment were related to improvements made (perceived positive changes), improvements needed (perceived limitations) and improvements recommended (recommendations to improve perceived limitations). Faculty and students reported that improvements made (eg adequacy of assessment to students' levels of training) varied across instructors, courses and learning environments. Both faculty and students perceived clinical assessments as less appropriate than didactic assessments. Faculty perceived limitations were mostly related to assessment appropriateness, especially assessment accuracy and comprehensiveness, whilst student perceived limitations included other issues related to appropriateness (eg misalignment with course objectives) as well as issues related to assessment volume, pace and scheduling. Similarly, faculty recommendations focused on enhancing the assessment of clinical competencies, whilst students' recommendations aimed to also improve assessment scheduling, volume and usage (eg for learning purposes). Conclusions: Faculty and student views of assessment complemented one another. Our data show that assessment in dental education is multidimensional, so that multilevel strategies may be needed to improve this component of dental curricula.

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Use of Progress Testing in a UK Dental Therapy and Hygiene Educational Program

Cited by 12 publications

References 21 publications

Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy

Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy

First reported implementation of a German‐language progress test in an undergraduate dental curriculum: A prospective study

Dental faculty and student views of didactic and clinical assessment: A qualitative description study

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