1
|
Madi M, Sadaf S, Dawood ZA, Asiri A, Farooqi FA, Abdelsalam M, AlHumaid J. Peer evaluation as an alternative assessment method for case presentations: A cross-sectional study of dental students' perception. J Dent Educ 2024. [PMID: 38769603 DOI: 10.1002/jdd.13586] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Revised: 04/11/2024] [Accepted: 05/04/2024] [Indexed: 05/22/2024]
Abstract
INTRODUCTION Peer assessment in dental and medical education is a key tool for evaluating attitudes and communication skills, serving as an effective formative learning method. It not only boosts academic performance and encourages lifelong learning and reflective practice but also fosters collaboration, effective communication, and constructive feedback among peers. OBJECTIVE This study aimed to assess dental students' satisfaction and perceptions regarding implementing peer assessment in case presentations, including contribution to their learning. METHODS This cross-sectional study involved third (n = 26), fourth (n = 54), and sixth (n = 71) dental students divided into five groups. Each student received peer assessments (n = 8) from the students of the other groups regarding their clinical presentation. At the end of the process, students were invited to complete an anonymous 9-item questionnaire to assess student perceptions of the peer-assessment process. Data were analyzed to evaluate students' perception and satisfaction with the peer assessment task. The bivariate analysis explored associations among questionnaire items. RESULTS A total of 151 students participated in the current study. Results showed a high level of agreement for most of the students regarding their preparedness for peer and self-assessment. More than 75% of the students at all academic levels found it challenging to evaluate their peers. Student satisfaction scores increased with the level of education, (4.076, 4.214, and 4.246 out of five, respectively) with moderate correlations between peer evaluation characteristics. CONCLUSION Peer assessment appears to enhance learning and professional development in dental students. Students' satisfaction with peer assessment grows with education level, reflecting its role in fostering critical evaluation skills and feedback.
Collapse
Affiliation(s)
- Marwa Madi
- Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Shazia Sadaf
- Department of Dental Education, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Zahra Al Dawood
- Department of Biomedical Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Amal Asiri
- Department of Dental Education, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Faraz Ahmed Farooqi
- Department of Dental Education, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Maha Abdelsalam
- Department of Biomedical Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Jehan AlHumaid
- Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| |
Collapse
|
2
|
Schmalz G, Kreher D, Sensky T, Büchi S, Ziebolz D. Comparison of PRISM and numeric scale for self-assessment of learning progress during a clinical course in undergraduate dental students. BMC MEDICAL EDUCATION 2022; 22:894. [PMID: 36564754 PMCID: PMC9789606 DOI: 10.1186/s12909-022-03967-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Accepted: 12/16/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVES To compare Pictorial Representation of Illness and Self-Measure (PRISM) and a numeric scale for self-reflection in dental students. METHODS Fourth year dental students were randomly assigned to each receive one interview based on PRISM or a numeric scale to self-assess their competencies at the beginning (t1), the middle (t2) and the end (t3) of integrated clinical course. Questionnaires were used to assess self-perceived benefit of the interviews at each time points. RESULTS Students in PRISM group perceived a higher benefit regarding the self-assessment of their practical skills at all time points (P < 0.05), for theoretical knowledge at t2 and t3 (P < 0.05) and reaching the course objectives at t3 (P = 0.04). At all time points, PRISM group rated their interview (P = 0.04), the applied instrument (PRISM, P = 0.01) and the benefit of the combination of both higher than numeric scale group (P < 0.05). CONCLUSION In this preliminary study, PRISM was superior against a numeric scale and can be recommended for dental education to facilitate self-assessment.
Collapse
Affiliation(s)
- Gerhard Schmalz
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Leipzig, Germany.
| | - Deborah Kreher
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Leipzig, Germany
| | - Tom Sensky
- Department of Medicine, Centre for Mental Health, Imperial College London, London, UK
| | - Stefan Büchi
- Clinic for Psychotherapy and Psychosomatics ''Hohenegg'', Meilen, Switzerland
| | - Dirk Ziebolz
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Leipzig, Germany
| |
Collapse
|
3
|
Peer-assessment ability of trainees in clinical restorative dentistry: can it be fostered? BDJ Open 2022; 8:22. [PMID: 35915067 PMCID: PMC9343389 DOI: 10.1038/s41405-022-00116-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Revised: 07/10/2022] [Accepted: 07/17/2022] [Indexed: 11/17/2022] Open
Abstract
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.
Collapse
|
4
|
Masuku KP, Mupawose A. Students’ experiences of using a writing-intense programme to facilitate critical thinking skills on an online clinical training platform: A pilot study. SOUTH AFRICAN JOURNAL OF COMMUNICATION DISORDERS 2022; 69:e1-e7. [PMID: 36073079 PMCID: PMC9453138 DOI: 10.4102/sajcd.v69i2.919] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Revised: 05/27/2022] [Accepted: 05/30/2022] [Indexed: 11/01/2022] Open
Abstract
Background: Coronavirus disease 2019 (COVID-19) and the subsequent lockdown altered traditional clinical training for speech language pathology students, thus forcing training institutions to implement innovative and responsive clinical training strategies in the midst of the pandemic. As such, a writing-intense programme was piloted in an online clinical training programme with second-year speech language pathology students.Objectives: This study explored speech language pathology students’ experiences with a writing programme used during an online clinical training programme implemented during the COVID-19 pandemic.Method: The study used a qualitative survey design. Purposive convenient sampling was used to recruit 29 second-year speech language pathology students. Online student reflections guided by 10 open-ended questions were used to elicit responses from students. Data were analysed using deductive thematic analysis.Results: Findings revealed that the written component of the programme facilitated the acquisition of clinical knowledge and improved clinical processes of writing among students. Feedback that students received on their written tasks improved learning. The clinical component of the course enabled students to learn in a less stressful environment and helped them gain confidence in their knowledge and clinical skills. Connectivity challenges and the lack of motivation from some students negatively impacted the programme.Conclusion: Using a writing programme to clinically train students can have positive effects in applying theory to clinical application because it affords students time to consolidate and process theory with practice as the jump from first year to second year can be cognitively taxing. A writing-intense programme can also improve students’ writing skills.
Collapse
Affiliation(s)
- Khetsiwe P Masuku
- Department of Speech Pathology, Faculty of Humanities, University of the Witwatersrand, Johannesburg.
| | | |
Collapse
|
5
|
PRISM: A Novel Visual Instrument to Facilitate Self-Reflection and Learning Progress in Undergraduate Dental Education. BIOMED RESEARCH INTERNATIONAL 2022; 2022:2009894. [PMID: 36017381 PMCID: PMC9398765 DOI: 10.1155/2022/2009894] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 07/08/2022] [Accepted: 07/28/2022] [Indexed: 11/20/2022]
Abstract
Objectives PRISM (Pictorial Representation of Illness and Self-Measure) is a simple visual tool that has been successfully used as a visual metaphor in medicine. In this pilot study, PRISM was used for the first time to test its potential to support self-reflection and expectations of learning in dental students. Methods Dental student volunteers (25 3rd year, 10 4th year, and 10 5th year) participated. Using both quantitative and qualitative methods, PRISM interviews were compared with a numerical scale in assessing learning objectives concerning theoretical knowledge, practical skills, interest, and training need in the field of conservative dentistry. Results Overall, 71% of total student group stated that they would draw personal consequences for their studies due to participating in the PRISM interviews. Compared to the numeric scales, PRISM was rated as more helpful regarding appraisal of students' theoretical knowledge (p = 0.02), practical skills (p < 0.01), training needs (p < 0.01), importance of dental subspecialties (p < 0.01), and facilitating self-reflection (p = 0.02). In focus groups, students commented that PRISM fostered the development of a trusting relationship with their teacher. Strengths of PRISM mentioned by the students included being able to observe and manipulate a visual summary of their individual learning needs and seeing their different learning needs in relation to one another. Conclusion In this pilot study, dental students evaluated PRISM to be superior against numeric scales. Furthermore, it ameliorated the communication with teachers. The PRISM task is both simple and brief and warrants further exploration as a useful tool for self-reflection in dental education.
Collapse
|
6
|
A L, Pd F, R B, I T, D I, C L. Teacher Feedback and Student Learning-The Students' Perspective. J Dent 2022; 125:104242. [PMID: 35908661 DOI: 10.1016/j.jdent.2022.104242] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 07/19/2022] [Accepted: 07/22/2022] [Indexed: 11/26/2022] Open
Abstract
INTRODUCTION Feedback from teachers to students plays an important role in informing students about the outcome of their assessments. It contributes to students' ongoing learning. The aim of this study was to investigate dental students' perceptions of the feedback given to them by their teachers in Europe. MATERIALS & METHODS An online questionnaire was completed by dental students throughout Europe in this quantitative study. Data were collected via Google Forms, transferred to an excel spreadsheet and analysed using SPSS software Version 24. RESULTS 234 students studying in 9 different European countries completed the questionnaire. These students were born in 36 different countries within and beyond Europe. 84% (n=197) were undergraduate students. 20.3% (n=48) students reported receiving feedback following summative assessments. 81.2% (n=190) students reported constructive criticism as their preferred mode of receiving feedback. 11.3% (n=26) students did not know who delivered the feedback to them. 71% (n=166) students felt that the feedback they received had a significant impact on their future learning. CONCLUSION It would appear that there is some diversity in dental students' perceptions of: i) who delivers feedback, ii) when feedback is given, iii) the consistency of feedback received, and iv) the style of feedback they preferred compared to that delivered by tutors. Feedback is being provided to dental students in an appropriate and helpful manner, although there is still room for improvement. Students were aware of the significance of feedback and its impact on future learning.
Collapse
Affiliation(s)
- Leung A
- UCL Eastman Dental Institute, London, UK.
| | - Fine Pd
- UCL Eastman Dental Institute, London, UK.
| | - Blizard R
- UCL Eastman Dental Institute, London, UK.
| | - Tonni I
- University of Brescia, Brescia, Italy.
| | - Ilhan D
- Istanbul Medipol University, Istanbul, Turkey.
| | - Louca C
- University of Portsmouth Dental Academy, Portsmouth, UK.
| |
Collapse
|
7
|
Krause F, Ziebolz D, Rockenbauch K, Haak R, Schmalz G. A video- and feedback-based approach to teaching communication skills in undergraduate clinical dental education: The student perspective. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:138-146. [PMID: 33728768 DOI: 10.1111/eje.12682] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2019] [Revised: 01/27/2021] [Accepted: 03/12/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVE Student evaluation of a communication-education programme that combined patient consultation videos with peer- or expert-based feedback. METHODS A self-perception questionnaire was given to undergraduate dental students who had undertaken a curricular communication training and feedback programme, in which each participant was videoed three times during a patient interview or consultation, subsequently receiving either peer (PG) or expert feedback (EG). The questionnaire used feedback programme content to evaluate student perspectives, ascertaining whether the students experienced a gain in knowledge and professional conversational skills, whether videos or feedback helped them improve more and general questions about the structure and content of the curriculum. Differences between feedback groups were analysed (Mann-Whitney U test). RESULTS 45 participants (peer group: n = 23, expert group: n = 22) took part in the study. The peer group experienced watching their video (38%) and receiving feedback (33%) as their major beneficial aspect to improve communication skills (watching fellow student´s video: 17%, providing feedback: 12%). The expert group experienced the major effect in receiving expert feedback (73%, video watching: 27%). The students said that communication skills should be a core competency in dental education learning outcomes (PG: 4.48 ± 0.67, EG: 4.41 ± 0.67; P > 0.05) and that communication curricula should include video-based feedback (PG: 3.91 ± 0.73, EG: 4.00 ± 0.93; P > 0.05). CONCLUSION Watching videos and both receiving and providing peer group feedback were experienced as helpful in improving students' communication skills. These findings suggest that a longitudinal communication curriculum, which includes both video-based peer feedback and correlated self-reflection, is a promising learning approach for dental education.
Collapse
Affiliation(s)
- Felix Krause
- Clinic for Operative Dentistry, Periodontology and Preventive Dentistry, University Hospital RWTH Aachen, Aachen, Germany
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Leipzig, Germany
| | - Dirk Ziebolz
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Leipzig, Germany
| | - Katrin Rockenbauch
- Teaching in Transfer plus (Lehrpraxis im Transfer plus), University of Leipzig, Leipzig, Germany
| | - Rainer Haak
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Leipzig, Germany
| | - Gerhard Schmalz
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Leipzig, Germany
| |
Collapse
|
8
|
Varghese AM, Zijlstra-Shaw S. Teaching to learn: Using peer-assisted learning to complement the undergraduate dental curriculum. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:762-767. [PMID: 33368938 DOI: 10.1111/eje.12655] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Revised: 11/20/2020] [Accepted: 12/03/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Peer-assisted learning (PAL) is a method of teaching in which students teach their often less-experienced peers. Whilst they gain more knowledge, peer tutors are able to convey information at a level that tutees can engage with. Whilst the use of PAL has increased in popularity within the healthcare faculty, there are fewer reports of its efficacy within dental education. Our aim is to explore the advantages and disadvantages of PAL, identifying factors that make it effective within undergraduate dental teaching. METHOD 3rd-year dental students enrolled in supplementary PAL sessions taught by 4th-year dental student volunteers alongside their curriculum on an Integrated Human Disease course. Tutees participating in more than one PAL session were invited to a focus group to discuss the value of PAL within teaching, as were their tutors. Semi-structured focus groups in which they reflected on their learning experience and satisfaction were recorded, transcribed and analysed thematically. RESULTS The qualitative data gathered from the focus groups for peer tutees (n = 4) and peer tutors (n = 5) revealed that the sessions stimulated learning, built confidence, developed skills out with the core topics and were complementary to the course. CONCLUSION Our study confirms that PAL enhances the learning experience and is mutually advantageous to both tutees and tutors. Whilst further training, a larger sample size and higher quality research are required to confirm the more general use of PAL, the promise shown in this study would suggest that PAL is an extremely useful method, complementing the undergraduate dental curriculum.
Collapse
Affiliation(s)
- Ann Mary Varghese
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
| | | |
Collapse
|
9
|
Hammad MM, Mahasneh SA, Sawair FA, Hattar SN, Al-Rabab'ah MA, Wahab FK. Satisfaction of optional pairing in clinical dental training. J Dent Educ 2020; 84:1418-1425. [PMID: 32803774 DOI: 10.1002/jdd.12356] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Revised: 07/19/2020] [Accepted: 07/24/2020] [Indexed: 11/07/2022]
Abstract
PURPOSE The aim of this study was to investigate the perceived satisfaction of optional pairing in undergraduate clinical dental training of fourth- and fifth-year dental students and newly graduated intern dentists in the subject of conservative dentistry and endodontics. METHODS Data were collected through a paper-based 2-part questionnaire. The first part was made of 3 questions; gender, undergraduate dental year, and grade point average (GPA). The second part involved 9 questions about assistant student-year level preference, satisfaction of optional pairing and main advantages and disadvantages of pairing. Statistical analysis was performed using descriptive statistics and Chi-square test to investigate any statistically significant differences. RESULTS A total of 92.4% were satisfied with optional clinical pairing. Satisfied respondents reported most prevalent advantages were speeding things up (88.5%) and helping in transferring instruments and materials (85.6%). Unsatisfied respondents reported the most prevalent disadvantages were like to work independently (56.8%) and the assistant was not always cooperative (32.4%). Students with low grade point averages (GPAs) felt incompetent to work in pairs compared with high GPA students (P = 0.001). Only 32.4% of participants thought that the assistant student should be given an evaluation mark. About 75% of respondents reported that clinical pairing improved their diagnostic skills and treatment planning. CONCLUSIONS Optional pairing in clinical dental training had a high satisfaction percentage. Allowing students to choose their own assistants may reduce pairing disadvantages and enhance its advantages. Students may gain a mentoring benefit from being encouraged to optionally pair with similar or higher study-year students.
Collapse
Affiliation(s)
- Mohammad Mahmoud Hammad
- Department of Conservative Dentistry, School of Dentistry, University of Jordan, Amman, Jordan
| | - Sari Adel Mahasneh
- Department of Conservative Dentistry, School of Dentistry, University of Jordan, Amman, Jordan
| | - Faleh A Sawair
- Department of Oral Surgery, Medicine, Pathology and Periodontology, School of Dentistry, University of Jordan, Amman, Jordan
| | - Susan Nweiser Hattar
- Department of Conservative Dentistry, School of Dentistry, University of Jordan, Amman, Jordan
| | | | - Fouad Kadim Wahab
- Department of Conservative Dentistry, School of Dentistry, University of Jordan, Amman, Jordan
| |
Collapse
|
10
|
Williams JC, Ireland T, Warman S, Cake MA, Dymock D, Fowler E, Baillie S. Instruments to measure the ability to self-reflect: A systematic review of evidence from workplace and educational settings including health care. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:389-404. [PMID: 31108006 DOI: 10.1111/eje.12445] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/26/2018] [Accepted: 05/16/2019] [Indexed: 05/17/2023]
Abstract
INTRODUCTION Self-reflection has become recognised as a core skill in dental education, although the ability to self-reflect is valued and measured within several professions. This review appraises the evidence for instruments available to measure the self-reflective ability of adults studying or working within any setting, not just health care. MATERIALS AND METHODS A systematic review was conducted of 20 electronic databases (including Medline, ERIC, CINAHL and Business Source Complete) from 1975 to 2017, supplemented by citation searches. Data were extracted from each study and the studies graded against quality indicators by at least two independent reviewers, using a coding sheet. Reviewers completed a utility analysis of the assessment instruments described within included studies, appraising their reported reliability, validity, educational impact, acceptability and cost. RESULTS A total of 131 studies met the inclusion criteria. Eighteen were judged to provide higher quality evidence for the review and three broad types of instrument were identified, namely: rubrics (or scoring guides), self-reported scales and observed behaviour. CONCLUSIONS Three types of instrument were identified to assess the ability to self-reflect. It was not possible to recommend a single most effective instrument due to under reporting of the criteria necessary for a full utility analysis of each. The use of more than one instrument may therefore be appropriate dependent on the acceptability to the faculty, assessor, student and cost. Future research should report on the utility of assessment instruments and provide guidance on what constitutes thresholds of acceptable or unacceptable ability to self-reflect, and how this should be managed.
Collapse
Affiliation(s)
- Julie C Williams
- Bristol Dental School, Faculty of Health Sciences, University of Bristol, Bristol, UK
| | - Tony Ireland
- Bristol Dental School, Faculty of Health Sciences, University of Bristol, Bristol, UK
| | - Sheena Warman
- Bristol Veterinary School, Faculty of Health Sciences, University of Bristol, Bristol, UK
| | - Martin A Cake
- School of Veterinary and Biomedical Sciences, Murdoch University, Perth, Western Australia, Australia
| | - David Dymock
- Bristol Dental School, Faculty of Health Sciences, University of Bristol, Bristol, UK
| | - Ellayne Fowler
- Centre for Medical Education, University of Bristol, Bristol, UK
| | - Sarah Baillie
- Bristol Veterinary School, Faculty of Health Sciences, University of Bristol, Bristol, UK
| |
Collapse
|
11
|
Krause F, Schmalz G, Haak R, Rockenbauch K. The impact of expert- and peer feedback on communication skills of undergraduate dental students - a single-blinded, randomized, controlled clinical trial. PATIENT EDUCATION AND COUNSELING 2017; 100:2275-2282. [PMID: 28687279 DOI: 10.1016/j.pec.2017.06.025] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2016] [Revised: 06/06/2017] [Accepted: 06/16/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVE To evaluate the effect of peer- and expert feedback on communication skills of undergraduate dental students. METHODS All students of the first clinical treatment course (n=46) were randomly assigned into two groups. For three times a medical-dental interview/consultation of each student with a real patient was videotaped. After every consultation the videos were assessed either by a person experienced in communication (expert group) or by a fellow student (peer group), giving the students feedback regarding their chairside performed communication skills. Before and after the feedback-interventions all students conducted an interview with simulated patients, which was rated using a validated global rating and analyzed statistically. RESULTS Global ratings mean scores after feedback-intervention were significantly improved (p<0.05). Thereby, no significant differences in the overall assessment could be observed between expert and peer feedback (p>0.05). CONCLUSION During this study students improved their communication skills in dentist-patient interactions. The communication experience of the feedback provider seems not to have any impact on the communication skills in undergraduate dental students. PRACTICE IMPLICATIONS The clinical courses in dentistry offer the opportunity to implement peer-feedback interventions in real treatment situation as part of communication training to longitudinally improve communication skills.
Collapse
Affiliation(s)
- Felix Krause
- Department of Cariology, Endodontology Periodontology, University of Leipzig, Leipzig, Germany.
| | - Gerhard Schmalz
- Department of Cariology, Endodontology Periodontology, University of Leipzig, Leipzig, Germany
| | - Rainer Haak
- Department of Cariology, Endodontology Periodontology, University of Leipzig, Leipzig, Germany
| | - Katrin Rockenbauch
- Department of Medical Psychology and Medical Sociology, University of Leipzig, Leipzig, Germany
| |
Collapse
|
12
|
Tricio J, Woolford M, Escudier M. Analysis of dental students' written peer feedback from a prospective peer assessment protocol. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2016; 20:241-247. [PMID: 26901687 DOI: 10.1111/eje.12187] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/08/2016] [Indexed: 06/05/2023]
Abstract
INTRODUCTION Peer assessment and feedback is encouraged to enhance students' learning. The aim of this study was to quantitatively and qualitatively analyse pre-clinical and clinical dental students' written peer feedback provided as part of a continuous, formative and structured peer assessment protocol. MATERIALS AND METHODS A total of 309 Year-2 and Year-5 dental students were invited to participate in a peer assessment and peer feedback protocol. Consenting volunteer students were trained to observe each other whilst working in the skills laboratory (Year-2) and in the dental clinic (Year-5). Subsequently, they followed a structured protocol of peer assessment and peer feedback using specially designed work-based forms during a complete academic year. The content of their written feedback was coded according to the UK General Dental Council domain, sign (positive or negative), specificity (task specific or general), and grouped into themes. RESULTS A total of 108 participants (40 Year-2 and 68 Year-5) completed 1169 peer assessment work-based forms (516 pre-clinical and 653 clinical); 94% contained written feedback. The large majority (82%) of Year-2 feedback represented the clinical domain, 89% were positive, 77% were task specific, and they were grouped into 14 themes. Year-5 feedback was related mostly to Management and Leadership (37%) and Communication (32%), 64% were positive, 75% task specific, and they were clustered into 24 themes. DISCUSSION The content of the feedback showed notable differences between Year-2 and Year-5 students. Senior students focused more on Communication and Management and Leadership skills, whilst juniors were more concerned with clinical skills. Year-5 students provided 13% negative feedback compared to only 2% from Year-2. Regulatory focus theory is discussed to explain these differences. Both groups provided peer feedback on a wide and different range of themes. However, four themes emerged in both groups: efficiency, infection control, time management and working speed. CONCLUSION A structured peer assessment framework can be used to guide pre-clinical and clinical students to provide peer feedback focused on different domains, and on contrasting signs and specificities. It can also present an opportunity to complement tutors' feedback.
Collapse
Affiliation(s)
- J Tricio
- King's College London Dental Institute, London, UK.
- Faculty of Dentistry, University of the Andes, Santiago, Chile.
| | - M Woolford
- King's College London Dental Institute, London, UK
| | - M Escudier
- King's College London Dental Institute, London, UK
| |
Collapse
|
13
|
|