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Liang L, Lin AJ, Ha V, Chutinan S, Ohyama H. Evaluating dental student self-assessment across preclinical anatomy waxing and operative exercises. J Dent Educ 2024; 88:1048-1054. [PMID: 38562110 DOI: 10.1002/jdd.13536] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Revised: 02/13/2024] [Accepted: 03/08/2024] [Indexed: 04/04/2024]
Abstract
PURPOSE/OBJECTIVE A career in healthcare is built on the foundations of continuous self-reflection and self-assessment. Previous studies have solely compared student self-assessment to faculty grades in a single discipline. The objective of this study was to investigate whether associations of a student's self-assessment skills exist across multiple disciplines in the predoctoral setting. METHODS Sixty-five students from two class years at the Harvard School of Dental Medicine completed preclinical competency exams in dental anatomy waxing and operative dentistry. The difference between the student's self-assessment score and average faculty grade for each exercise was calculated as the student‒faculty (S-F) gap, which served as a proxy to determine how students evaluate their work. Regression analysis was performed to assess associations between wax-up and preclinical operative S-F gaps. RESULTS Mean S-F gaps for waxing and preclinical operative procedures were positive (5.7 ± 6.1 and 7.6 ± 6.7, respectively). Additionally, students in the lower quartile tended to overestimate performance to a greater degree than their peers in the upper quartile. Furthermore, the waxing S-F gaps were positively associated with S-F gaps of each operative procedure, particularly with the combined operative exercise S-F gaps, where a statistically significant association was seen (coefficient = 0.28; p = 0.04). CONCLUSION(S) Previously, we identified a negative correlation between students' self-assessment skills (S-F gaps) and their preclinical performance. In this study, we further demonstrated an association of S-F gaps in two fundamental exercises: wax-up and operative dentistry. This underscores the roles of S-F gaps as possible indicators of students' preclinical and clinical performance, and it holds potential to become a widely standardized and applicable calculation that may help evaluate the effectiveness of the dental curricula and optimize student learning.
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Affiliation(s)
- Lang Liang
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Amy J Lin
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Vivian Ha
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Supattriya Chutinan
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Liang L, Nagasawa M, Ha V, Lin AJ, Akiba Y, Akiba N, Yamakami SA, Uoshima K, Ohyama H. Association between gender and self-assessment skills amongst Japanese dental students. J Dent Sci 2024; 19:1533-1539. [PMID: 39035302 PMCID: PMC11259621 DOI: 10.1016/j.jds.2023.12.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Revised: 12/27/2023] [Indexed: 07/23/2024] Open
Abstract
Background/purpose Self-assessment in dental education is considered a fundamental skill for proficient oral healthcare providers. While previous studies looked at self-assessment in education, few have done so at Japanese institutions. This study aimed to assess potential associations between gender and self-assessment skills in Japanese dental students. Materials and methods Dental students from Niigata University (n = 301) completed preclinical prosthodontic exercises and self-assessed their practical exam performance. Three calibrated faculty evaluated students' work using the same rubric. The difference between student self-assessment score and mean faculty grade was defined as the student-faculty (S-F) gap, indicating how accurately students evaluated their work. The gap scores were stratified by quartiles by faculty grade and by gender. Regression analysis was used to investigate potential associations. Results Students mean S-F gap was 2.9 ± 10.5 % with a significant negative association to faculty grades (coefficient, -0.32; P < 0.001). There was no significant difference between male and female students for faculty grades, self-assessment scores, and S-F gaps. When stratified by quartile, mean S-F gaps of bottom quartile students (5.7 ± 11.9 %) were significantly higher than the rest of the class (1.9 ± 9.8 %; P = 0.01), while the mean S-F gaps of students in the top quartile (-0.8 ± 10.2 %) were significantly lower than the rest of the class (4.2 ± 10.3 %; P < 0.001). Conclusion Niigata University students generally overestimated their performance. Students with higher faculty grades self-assessed themselves more accurately than students with lower faculty grades. Gender did not influence S-F gaps, despite dentistry in Japan shifting toward a female-dominated field.
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Affiliation(s)
- Lang Liang
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Masako Nagasawa
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Vivian Ha
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Amy J. Lin
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Yosuke Akiba
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Nami Akiba
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Shelyn A. Yamakami
- Department of Restorative Dentistry and Biomaterials Science, Harvard School of Dental Medicine, Boston, MA, USA
| | - Katsumi Uoshima
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Science, Harvard School of Dental Medicine, Boston, MA, USA
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Gholami H, Arshad M, Kharazifard MJ, Ghazanfari R. Self-assessment skills of undergraduate dental students in the preclinical course of complete removable prosthodontics at Tehran University of Medical Sciences. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:1-8. [PMID: 37145242 DOI: 10.1111/eje.12909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2022] [Revised: 02/21/2023] [Accepted: 04/16/2023] [Indexed: 05/06/2023]
Abstract
INTRODUCTION This study evaluated the self-assessment skills of third-year dental students regarding their performance in complete removable prosthodontics (CRP) preclinical course. METHODS AND MATERIALS This cross-sectional study was conducted on all third-year dental students attending the International Dental College of Tehran University of Medical Sciences. The students were requested to self-assess their performance in primary impression making, custom tray fabrication, border moulding, final impression making, master cast fabrication, record-base fabrication and tooth arrangement in CRP preclinical course. The performance of dental students in each step was scored by themselves and their mentors. Data were analysed by the Mann-Whitney U, Pearson's correlation and t-tests (α = 0.05). RESULTS Totally 25 male (55.6%) and 20 female (44.4%) dental students were evaluated. Significant differences were noted between male and female dental students in self-assessment scores regarding adequate extension of the custom tray (p = .027), the correct position of tray handle (p = .020), visibility of vestibular width and depth on the cast (p = .011), the coincidence of upper and lower midlines (p = .005) and correct orientation of maxillary and mandibular planes in the articulator (p = .036). The mean self-assessment score of female students was significantly higher than that of male students (p = .01). The scores given by the mentors were not significantly different for male and female students (p = .975). The difference between the self-assessment score of students and the mentor score was not significant (p = .067) either in males or in females (p > .05). CONCLUSION Undergraduate dental students favourably self-assessed their performance in all steps of the preclinical course of CRP, comparable with their mentor assessment.
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Affiliation(s)
- Hooriyeh Gholami
- Dental Implant Research Center, Dental Research Institute, Tehran University of Medical Sciences, Tehran, Iran
| | - Mahnaz Arshad
- Dental Research Center, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran
- Department of Prosthodontics, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
| | - Mohammad Javad Kharazifard
- Department of Epidemiology and Biostatistics, Faculty of Public Health, Dental School, Tehran University of Medical Sciences, Tehran, Iran
| | - Rezvaneh Ghazanfari
- Dental Research Center, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran
- Department of Prosthodontics, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
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Liang L, Ha V, Lin A, Chutinan S, Ohyama H. Association of student performance between dental anatomy waxing and preclinical operative dentistry. J Dent Sci 2024; 19:645-647. [PMID: 38303857 PMCID: PMC10829679 DOI: 10.1016/j.jds.2023.08.021] [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: 08/15/2023] [Revised: 08/23/2023] [Indexed: 02/03/2024] Open
Abstract
Spatial perception and psychomotor skills are critical components to clinical dentistry. However, measures within the dental school curricula have not been sufficiently studied and evaluated for their effectiveness in predicting preclinical performance. The objective of this study was to examine whether students' waxing skills are associated with preclinical operative performance. This study included 65 students from two class years at the Harvard School of Dental Medicine. Regression analysis was utilized to assess associations between waxing scores and operative exam scores. Waxing scores were found to be positively correlated with all operative practical exam scores and significantly associated with the class III resin composite restoration (coefficient, 0.42; P = 0.02) and the combined operative exam scores (coefficient, 0.33; P = 0.04). Wax-up assessments could serve as a predictor for preclinical performance and identify students who would benefit from additional assistance to help foster a more inclusive learning environment.
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Affiliation(s)
- Lang Liang
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Vivian Ha
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Amy Lin
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Supattriya Chutinan
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, MA, USA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, MA, USA
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Kornmehl DL, Aldosari M, Tabassian LJ, Park SE, Ohyama H. Association of admissions factors with student performance in preclinical operative dentistry. J Dent Educ 2022; 86:1390-1398. [PMID: 35534921 DOI: 10.1002/jdd.12946] [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: 10/10/2021] [Revised: 02/28/2022] [Accepted: 04/05/2022] [Indexed: 11/11/2022]
Abstract
PURPOSE/OBJECTIVE Admission to dental school is based on various factors including academic achievements in undergraduate coursework and the Dental Admission Test (DAT) scores. Students' success in an operative course requires fundamental knowledge, hand skills, spatial awareness, and self-assessment ability. The goal of this study is to evaluate how admissions factors, such as Grade Point Average (GPA) and DAT, including the Perceptual Ability Test (PAT), relate to students' academic and preclinical performance and self-assessment skills in preclinical operative dentistry. METHODS A total of 239 students were included from seven class years (2016-2022). Third-year dental students participated in a preclinical operative dentistry course. At the end of the course, they took the final multiple-choice exam and performed four competency examination procedures: Class II amalgam preparation and restoration and Class III resin-composite preparation and restoration. Calibrated faculty graded students' work independently and students also self-assessed their performance using the same rubrics as faculty. Linear regressions were performed to estimate the association between the admission factors with the mean faculty scores (measuring preclinical performance), student-faculty (S-F) gap scores (evaluating self-assessment skills), and their final didactic exam scores. RESULTS Overall, students' self-assessment was higher compared to faculty score. Linear regression analysis demonstrated positive correlations between the PAT and students' preclinical performance as well as between the DAT and their didactic exam scores. In general, S-F gap score decreased as PAT score increased, and it was statistically significant lower for the Class III preparation, indicating a better self-assessment skill. No correlations were observed between student performance and GPA scores. CONCLUSION The findings from the association between student performance and admission factors may play an important role in the dental school admissions process and assist students who may benefit from early faculty intervention and support.
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Affiliation(s)
- David L Kornmehl
- Department of Dentistry, Montefiore Medical Center, Albert Einstein College of Medicine, New York City, New York.,Harvard School of Dental Medicine, Boston, Massachusetts
| | - Muath Aldosari
- Department of Periodontics and Community Dentistry, King Saud University College of Dentistry, Riyadh, Saudi Arabia.,Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, Boston, Massachusetts
| | | | - Sang E Park
- Office of Dental Education, Harvard School of Dental Medicine, Boston, Massachusetts
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts
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Inoue N, Aldosari M, Park SE, Ohyama H. The impact of COVID-19 pandemic on student performance and self-evaluation in preclinical operative dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:377-383. [PMID: 34520609 PMCID: PMC8652620 DOI: 10.1111/eje.12713] [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: 06/25/2021] [Revised: 08/17/2021] [Accepted: 09/01/2021] [Indexed: 06/05/2023]
Abstract
INTRODUCTION During the COVID-19 pandemic, dental schools were required to reformat their curricula to accommodate regulations mandated to protect the health of students and faculty. For students enrolled in the Operative Dentistry preclinical courses at the Harvard School of Dental Medicine (HSDM), this modified curriculum included frontloading the course with lectures delivered remotely, followed by in-person laboratory exercises of learned concepts. The aim of this article was to determine the impact that the modifications had on student performance and student self-evaluation capabilities. MATERIALS AND METHODS Thirty-eight students were introduced to this restructured course. Their performance in a final multiple-choice (MC) examination, four preclinical laboratory competency assessments (class II amalgam preparation and restoration, class III composite preparation and restoration) and their self-assessment of these preclinical competency assessments were then compared with the pre-COVID pandemic (P-CP) classes from years 2014 to 2019 (n = 216 students). Linear regressions were performed to determine differences in mean faculty scores, self-assessment scores, student-faculty score gaps (S-F gaps) and absolute S-F gaps seen between the class impacted by the pandemic and the P-CP classes. RESULTS The results demonstrated that students during the COVID-19 pandemic (D-CP) had a higher average faculty score in all four preclinical laboratory competency assessments and in the final MC examination. In addition, the S-F gap was smaller in this cohort as compared with the P-CP classes. CONCLUSION Despite the challenges of restructuring the preclinical curricula, D-CP students performed better than their P-CP predecessors in multiple facets of this Operative Dentistry course including self-assessment accuracy.
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Affiliation(s)
- Natalie Inoue
- Harvard School of Dental MedicineBostonMassachusettsUSA
| | - Muath Aldosari
- Department of Periodontics and Community DentistryKing Saud University College of DentistryRiyadhSaudi Arabia
- Department of Oral Health Policy and EpidemiologyHarvard School of Dental MedicineBostonMassachusettsUSA
| | - Sang E. Park
- Department of Restorative Dentistry and Biomaterials SciencesHarvard School of Dental MedicineBostonMassachusettsUSA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials SciencesHarvard School of Dental MedicineBostonMassachusettsUSA
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Saadé JM, El-Khatib W, Chedid NR, Makzoumé JE, El-Halabi MT, El-Hage F. Effect of self-assessment in a removable prosthodontics preclinical course on skills and competence. J Dent Educ 2021; 86:393-400. [PMID: 34761392 DOI: 10.1002/jdd.12821] [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: 07/29/2021] [Revised: 10/11/2021] [Accepted: 10/31/2021] [Indexed: 11/07/2022]
Abstract
PURPOSE Self-assessment is increasingly implemented in medical professions' curricula. In this research, the authors measure the effects of self-assessment within a preclinical removable prosthodontics course among dental students in a private dental school according to the European qualifications framework descriptors. MATERIALS AND METHODS Thirty subjects, all fourth-year dental students, were included in this experiment. Fifteen subjects were included in each of the experimental and control groups during one semester. The experimental group subjects used the study roadmap tool in their preclinical tasks. The control group subjects executed the same preclinical tasks under instructor supervision only. All subjects were filmed, and an autonomy score was given to every subject per session. At the end of the semester, cognitive skills development was compared using the Kember et al. questionnaire while practical skills development was compared using a comparison of grades. Two focus groups were undertaken with experimental group subjects. Qualitative and quantitative data were collected and statistically analyzed (p < 0.005). RESULTS Subjects from the experimental group showed development in critical thinking, practical skills, autonomy, and taking responsibility, thus development in the competence level. CONCLUSION Implementation of self-assessment within preclinical courses may develop skills and competence among dental students, yet more studies are needed.
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Affiliation(s)
- Jean-Michel Saadé
- Department of Removable Prosthodontics, Faculty of Dental Medicine, Saint-Joseph University, Beirut, Lebanon
| | | | - Nada R Chedid
- Department of Paediatric Dentistry, Faculty of Dental Medicine, Saint-Joseph University, Beirut, Lebanon
| | - Joseph E Makzoumé
- Department of Removable Prosthodontics, Faculty of Dental Medicine, Saint-Joseph University, Beirut, Lebanon
| | | | - Fadi El-Hage
- Faculty of Education, Saint-Joseph University, Beirut, Lebanon
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