Bridging the gap between self-assessment and faculty assessment of clinical performance in restorative dentistry: A prospective pilot study

Scaffolding Self-Regulated Learning in Operative Dentistry Through Self-Assessment Training

OBJECTIVES

This study aimed to investigate how effective self-assessment training is in improving the self-regulated learning (SRL) ability of operative dentistry students. The secondary aim was to explore students' attitudes towards self-assessment in clinical settings.

INTRODUCTION

Self-assessment has been the focus of dental education research for decades and has been claimed to be cornerstone in the SRL process.

METHODS

This is quasi-experimental study conducted at Damascus University Faculty of Dental Medicine, Syria. A modified direct observation of procedural skills (DOPS) assessment protocol with a self-assessment component was applied to a convenience sample of students across five clinical encounters in 2022. Data were collected during clinical training on the DOPS form and at the end of the experiment using a structured questionnaire with a single open-ended question. The qualitative part of the study followed a deductive theory-informed content analysis approach, relying on Zimmerman SRL theory.

RESULTS

A total number of 32 students participated in the study, eight of whom were male. During the experiment assessment, participants showed overwhelming positive attitudes towards the utility of self-assessment (m ≥ 3.5; max:4) and the overall assessment method (3.3 ≥ m ≥ 3.5; max:4). Cronbach's alpha for the post-experiment questionnaire was 0.888. A total of 84.4% of the participants strongly agreed that self-assessment is useful in clinical training. Data collected (qualitative and quantitative) from participants revealed the positive effects of self-assessment on all three phases of SRL, especially the reflection phase.

CONCLUSION

Self-assessment practice and training showed positive results in terms of improving SRL and performance in a clinical context; SRL appeared to be affected by self-assessment in all phases (forethought, performance, and reflection). Participants' perceptions of self-assessment were generally very positive. These findings imply the potential benefits of applying self-assessment training interventions to foster the SRL ability of learners within the clinical context.

Evaluation of a workplace assessment method designed to improve self-assessment in operative dentistry: a quasi-experiment

BACKGROUND

Dental education has placed continued emphasis on self-regulated learning (SRL) and its subprocess, self-assessment. This study set out to evaluate the effectiveness of a novel workplace assessment method in developing trainees' self-assessment of operative procedures.

METHODS

A Direct Observation of Procedural Skills (DOPS) form was modified for the use and measurement of self-assessment. Participants were trained on how to conduct self-assessment using the designed assessment form and its grading rubric. Feedback and feedforward sessions were given to address self-assessment and performance issues. A P-value less than 0.10 was considered significant and the confidence level was set at 90%.

RESULTS

Thirty-two Year 5 dental students with an age mean of 22.45 (SD = 0.8) completed five self DOPS encounters during the clinical operative dentistry module in 2022. The aggregated total deviation (absolute difference) between self-assessment and teacher assessment decreased consistently in the five assessment encounters with a significant mean difference and a medium effect size (P = 0.064, partial Eta squared = 0.069). Participants' self-assessment accuracy differed from one skill to another and their ability to identify areas of improvement as perceived by teachers improved significantly (P = 0.011, partial Eta squared = 0.099). Participants' attitudes towards the assessment method were positive.

CONCLUSIONS

The findings suggest that the self DOPS method was effective in developing participants' ability to self-assess. Future research should explore the effectiveness of this assessment method in a wider range of clinical procedures.

Revealing the significant shortcomings in the learning environment at the three largest medical schools in Syria: what's next?

BACKGROUND

Medical education in Syria still adopts a traditional, teacher-centered curriculum to this day. These elements imply the existence of issues in the learning environment (LE). This study aims to provide the first evaluation of the LE at the largest medical schools in Syria using the DREEM inventory.

METHODS

The three largest medical schools in Syria are the ones at Damascus University (DU), University of Aleppo (AU), Tishreen University (TU). The Arabic version of the DREEM questionnaire was used. Students across all years of study except year 1 were approached. Both paper-based and electronic surveys were conducted.

RESULTS

A total of 1774 questionnaire forms were completed (DU:941, AU:533, TU: 300). The overall DREEM score at DU, AU, and TU were 100.8 ± 28.7, 101.3 ± 31.7, and 97.8 ± 35.7 respectively with no significant difference (P = 0.254) between the three universities. DREEM subscales concerning Learning, Atmosphere, Academic Self-perception and Social Self-perception had a low score across all universities. Clinical-stage students reported significantly lower perception (P ≤ 0.001) of the LE in comparison to their pre-clinical counterparts across all subscales.

CONCLUSIONS

The findings of this study highlight the significant shortcomings of the medical LE in Syria. If not addressed properly, the academic, clinical, and professional competence of the healthcare workforce will continue to deteriorate. Moreover, the negative LE might be a predisposing factor for medical students' exodus. The Syrian medical education system requires leaders who are willing to defy the status quo to achieve a true educational transformation.

Peer-assessment ability of trainees in clinical restorative dentistry: can it be fostered?

Objectives

The study was conducted to investigate whether peer-assessment among dental students at the clinical stage can be fostered and become closer to that of experienced faculty assessors.

Methods

A prospective pilot study was conducted in 2021 at the Faculty of Dentistry, Damascus University. Sixteen 5th year clinical students volunteered to participate in the study. A modified version of the validated Peer Direct Observation of Procedural Skills (Peer-DOPS) assessment form was used together with a grading rubric. Participants undertook peer-assessment on their colleagues across three encounters. The difference between peers and faculty assessment was the main variable.

Results

The mean difference between peers and faculty assessment decreased after each encounter with a significant difference and a medium effect size between the first and third encounters (p = 0.016, d = 0.67). Peer-assessment was significantly higher than faculty, however, the overestimation declined with each encounter reducing the difference between peer- and faculty assessment. Peers’ perception of the educational benefit of conducting assessment was overwhelmingly positive, reporting improvements in their own performance.

Conclusion

This pilot study provides preliminary evidence that dental students assessment ability of their peers can be fostered and become closer to that of experienced faculty assessment with practice and assessment-specific instruction.