Postexamination Reviews: A Faculty Inquiry

Students' perceptions of post-exam feedback in oral radiology-A comparative study from two dental hygienist educational settings

INTRODUCTION

The aim of this study was to investigate how students perceive the benefit of participating in a teacher-organised session providing feedback on exams, termed post-exam feedback, in two dental hygienist programmes.

METHODS

The study was based on interviews with 22 participants, including 18 students and 4 faculty teachers. The data were approached on the basis of thematic analysis, allowing us to generate insights on how the participants reflected on their participation in the post-exam feedback sessions and how they perceived this arrangement as learners.

RESULTS

The findings from the study suggest that motivated students consider post-exam feedback to be beneficial in clearing up uncertainties and deepening their understanding of issues not fully understood during the exam, as well as supporting their further learning. Less motivated students mainly consider post-exam feedback to be relevant for students who do not pass the exams.

CONCLUSIONS

Organised in a student-centred way and with attentiveness to student learning preferences, the results suggest that post-exam feedback can be valuable for enhancing assessment and supporting student learning related to exams.

Post-Exam Wrappers: A Tool for Critical Reflection

BACKGROUND

Post-exam review sessions that reveal a completed exam to students can be time-consuming and ineffective. Additionally, the review may jeopardize exam integrity by exposing the individual items.

METHOD

To promote critical reflection, an exam wrapper, without the return of a completed exam, was implemented. Students were encouraged to take deeper ownership of learning and be active in the process of exam review.

RESULTS

Most students strongly agreed or agreed that they adjusted their study strategies based on their self-reflection (68.5%) or on the instructor feedback (66.7%) provided through the wrapper. All faculty stated the process of using wrappers was much more or more valuable and efficient, compared to prior post-exam feedback methods.

CONCLUSION

Using an exam wrapper as a stand-alone, post-exam debrief, students assume a more proactive role by reflecting on individual exam preparation and learning strategies without the return of a completed exam. [J Nurs Educ. 2024;63(X):XXX-XXX.].

The use of post-exam feedback in oral radiology: A survey study of dental and dental hygienist schools in Europe

INTRODUCTION

A combination of summative assessments and post-exam feedback can create a formative environment to support student learning. It remains unknown to what extent feedback sessions are conducted after exams in oral radiology courses for dental and dental hygienist students in Europe. This survey study aimed to explore whether post-exam feedback sessions were conducted, and if so, in what format.

MATERIALS AND METHODS

A questionnaire was distributed to 76 dental schools in 26 countries and 34 dental hygienist schools in 14 countries in Europe. The questions addressed whether feedback was provided after exams in oral radiology, the feedback format, and whether feedback sessions were formalised or performed for other reasons.

RESULTS

Questionnaire responses were received from 33 dental schools in 18 countries, and 20 dental hygienist schools in 11 countries. Information about grades was provided in 23-30% of the schools. Post-exam feedback sessions including opportunities for discussion was provided at 39% of the schools, all with guidelines stating that these sessions should be carried out. The remaining schools provided feedback either on request by individual students or as written examples of correct answers.

CONCLUSION

Almost one third of the dental schools announced grades without providing any post-exam feedback that could support learning. Two fifth utilised feedback sessions to assist students in gaining knowledge and sorting out misconceptions, all according to guidelines. Given the possible learning potential in post-exam feedback with opportunity to discuss, further studies of this format would be valuable, including the role and use of feedback guidelines.