1
|
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.
Collapse
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
| |
Collapse
|
2
|
Ngu ACS, Arora S, Reher P. Medical profile of patients referred to an Australian postgraduate oral surgery clinic. Clin Exp Dent Res 2023; 9:899-905. [PMID: 37680041 PMCID: PMC10582212 DOI: 10.1002/cre2.781] [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: 07/26/2023] [Revised: 08/22/2023] [Accepted: 08/27/2023] [Indexed: 09/09/2023] Open
Abstract
BACKGROUND AND OBJECTIVES Thorough knowledge of a patient's medical history and medications is necessary for providing safe oral surgery care, and may be considered a form of risk management. This study investigated the prevalence of medical conditions and medication types in patients referred to an Australian postgraduate oral surgery clinic over 2 years. MATERIALS AND METHODS A retrospective cross-sectional study of the clinical records of 233 randomized patients referred to the Griffith University (Queensland, Australia) postgraduate oral surgery clinic in 2018 and 2019 was performed. Medical conditions and medications were counted and categorized, and descriptive statistics were generated. RESULTS In all, 133 patients (57%) had at least one medical condition. 58% of them (77) had two or more categories of medical conditions, representing nearly a third (33.0%) of all sampled patients. The most prevalent category of medical conditions was psychiatric (25.3%), followed closely by cardiovascular (24.5%) diseases. Cardiovascular medications were the most prevalent, comprising 23.6% of all medications recorded, followed by psychotropics (18.3%). CONCLUSION Over half of patients referred to the postgraduate oral surgery clinic had at least one systemic medical condition. Nearly a third of patients referred had at least two distinct systemic medical conditions. With an ageing population and the accompanying rise in multimorbidity globally, dental school curricula must adapt to prepare students to meet these challenges in their careers.
Collapse
Affiliation(s)
| | - Sitanshu Arora
- School of Medicine and DentistryGriffith UniversitySouthportAustralia
| | - Peter Reher
- School of Medicine and DentistryGriffith UniversitySouthportAustralia
| |
Collapse
|
3
|
Schmalz G, Brauer L, Haak R, Ziebolz D. Evaluation of a concept to classify anamnesis-related risk of complications and oral diseases in patients attending the clinical course in dental education. BMC Oral Health 2023; 23:609. [PMID: 37644402 PMCID: PMC10466859 DOI: 10.1186/s12903-023-03343-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Accepted: 08/22/2023] [Indexed: 08/31/2023] Open
Abstract
BACKGROUND Aim of the current study was the assessment of risk classes according to a previously established system to classify the anamnesis-related risk of complications and of oral diseases in a cohort of patients attending the dental student course for dental preventive measures. METHODS Patients attending the student course between April 2020 and December 2021 were included. To assess the medical history, a specific anamnesis tool was used, which included the classification of different potential anamneis-related risks originating from general diseases, medications or lifestyle factors into a low, moderate or high risk of complications and/or risk of oral diseases. Thereby, the risk of complications was defined as the increaeed probability of harm during dental measures (professional tooth cleaning, invasive dental treatment or any kind of manipulation, which may cause a bacteremia), e.g. infectious endocarditis. On the other hand, the risk of oral diseases was an increaeed probability of development and/or progression of oral diseases like caries, periodontitis or mucosal diseases. Those risk classes were subsequently analyzed under consideration of age and gender. RESULTS 858 patients, with a mean age of 50.48 ± 20.72 [median: 52.0] years, and a nearly balanced gender distribution (50.8% female and 49.2% male) were included. In the overall cohort, the risk of complications related with dental measures was low in 38.3%, moderate in 42.4% and high in 19.3% of participants. The risk of oral diseases was low in 33.1%, moderate in 37.2% and high in 29.7% of participants. Both, the risk of complications and the risk of oral diseases increased with patients' age (p < 0.01). Thereby, the risk of complications as well as the risk of oral diseases related to general diseases and medication significantly increased with age (p < 0.01). CONCLUSION Nearly one fifth of patients in dental student couse show a high risk of complications related with dental measures. Morever, nearly one third of those individuals have a high anamnesis-related risk of oral diseases. With increasing age, the amount of patients in high risk classes becomes higher. Future dental education and research should address the high relevance of anamnesis-related risk factors.
Collapse
Affiliation(s)
- Gerhard Schmalz
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Liebigstr. 12, 04103, Leipzig, Germany.
| | - Lena Brauer
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Liebigstr. 12, 04103, Leipzig, Germany
| | - Rainer Haak
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Liebigstr. 12, 04103, Leipzig, Germany
| | - Dirk Ziebolz
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Liebigstr. 12, 04103, Leipzig, Germany
| |
Collapse
|
4
|
Goob J, Possert P, Klören M, Erdelt K, Güth JF, Edelhoff D, Liebermann A. First evaluation of an app to optimize and organize the processes and assessments in dental clinical courses. BMC MEDICAL EDUCATION 2022; 22:872. [PMID: 36527078 PMCID: PMC9755800 DOI: 10.1186/s12909-022-03945-z] [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: 12/06/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Digital teaching and learning tools, such as computer/mobile apps, are becoming an important factor in modern university education. The objective of our study was to introduce, analyze, and assess an organization and dual assessment app for clinical courses in dental medicine. METHODS This was a survey-based study of dental students from the clinical study phase (4th/5th year; 8th/10th semester) of a department of prosthetic dentistry at a German university hospital about the benefits of a novel web-based and mobile app for organization and dual assessment of dental clinical courses. A total of eight questions were answered in an anonymous online survey. Data were analyzed using the Kolmogorov-Smirnov test, followed by an exploratory data analysis (α < 0.05). RESULTS The app was given an average grade of 2.4, whereby 56.9% of the respondents rated the app with a grade of 2 (2 = good). In all, 94.6% of the study participants had not experienced any technical problems when using the app. Concerning the assessment, teaching doctor assessment (51.5 [IQR: 44.0]) was rated significantly better (p = 0.002) than self-assessment (39.5 [IQR: 32.8]). CONCLUSIONS This investigation evaluated a newly introduced app to optimize dental clinical course workflows and assessment. The organizational feature was rated as good, while the daily self- and teaching doctor assessments were evaluated as less important. The results outline how the use of app technologies can provide an infrastructure for managing organization and daily assessments in dental education.
Collapse
Affiliation(s)
- Janosch Goob
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Goethestrasse 70, 80336, Munich, Germany.
| | - Philipp Possert
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Goethestrasse 70, 80336, Munich, Germany
| | - Markus Klören
- Dentist, MCLINIC, Am Schützeneck 8, 81241, Munich, Germany
| | - Kurt Erdelt
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Goethestrasse 70, 80336, Munich, Germany
| | - Jan-Frederik Güth
- Director and Chair, Department of Prosthetic Dentistry, Center for Dentistry and Oral Health, Goethe-Universität Frankfurt am Main, Theodor-Stern-Kai 7, 60596, Frankfurt am Main, Germany
| | - Daniel Edelhoff
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Goethestrasse 70, 80336, Munich, Germany
| | - Anja Liebermann
- Polyclinic of Prosthetic Dentistry, University of Cologne, Faculty of Medicine and University Hospital Cologne, Kerpener Strasse 32, 50931, Cologne, Germany
| |
Collapse
|
5
|
Schmalz G, Lange J, Krause F, Haak R, Lethaus B, Zimmerer R, Ziebolz D. Evaluation of an individual anamnesis tool for teaching risk-oriented prevention - a pilot study in undergraduate dental students. BMC MEDICAL EDUCATION 2022; 22:648. [PMID: 36038867 PMCID: PMC9426018 DOI: 10.1186/s12909-022-03710-2] [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: 08/30/2021] [Accepted: 08/24/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND A comprehensive medical history is needed to establish and ensure a high standard in dental care; however, it is challenging to draw clinical consequences on the variety of potential diseases and medications, especially for dental students. Aim of this observational study was to investigate, whether undergraduate dental students using an analog anamnesis tool for risk classification would be more confident and have more knowledge in risk classification than other students in the same year of study. METHODS A cohort of 48 fifth year dental students was included and allocated into two groups based on their curriculum-related division (group A: n = 25, group B: n = 23). Group A received a teaching event and provision of an analog anamnesis tool for risk classification; group B received neither a teaching event nor the anamnesis tool. At baseline and after two weeks (follow-up), questionnaires regarding self-perceived confidence with risk classification, questions on different disease, medications and lifestyle factors and a task with 15 medical histories of prepared patient cases were applied. The data was statistically analyzed using Mann-Whitney or Wilcoxon test. RESULTS In group comparison of the differences between baseline and follow-up regarding self-perceived confidence, significantly higher improvement was noted in group A compared to group B for all questions (p < 0.05). With regard to knowledge, the group comparison revealed that the differences in all of the four tasks were significantly higher in group A compared to group B (pi ≤ 0.01). Thereby, the different tasks in group A differed between baseline and follow-up as follows: Risk of complications: 49.04 ± 13.59 vs. 67.96 ± 17.22, p < 0.01, Risk of oral diseases: 48.77 ± 13.57 vs. 63.44 ± 16.78, p = 0.01, Indication of antibiotic prophylaxis: 75.70 ± 13.45 vs. 87.97 ± 10.37, p < 0.01 and the Medical history task on 15 patient cases: 58.45 ± 4.74 vs. 71.47 ± 9.54, p < 0.01. CONCLUSION The applied analog anamnesis tool supported an increase in students´ confidence with issues related to at-risk patients alongside with their knowledge in risk classification. The applied anamnesis tool can be recommended for improving teaching of risk management for undergraduate dental students.
Collapse
Affiliation(s)
- Gerhard Schmalz
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Liebigstr. 12, 04103, Leipzig, Germany.
| | - Jacqueline Lange
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Liebigstr. 12, 04103, Leipzig, Germany
| | - Felix Krause
- Clinic for Operative Dentistry, Periodontology and Preventive Dentistry, University Hospital RWTH Aachen, Aachen, Germany
| | - Rainer Haak
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Liebigstr. 12, 04103, Leipzig, Germany
| | - Bernd Lethaus
- Department of Cranio Maxillofacial Surgery, University Clinic Leipzig, Leipzig, Germany
| | - Rüdiger Zimmerer
- Department of Cranio Maxillofacial Surgery, University Clinic Leipzig, Leipzig, Germany
| | - Dirk Ziebolz
- Department of Cariology, Endodontology and Periodontology, University of Leipzig, Liebigstr. 12, 04103, Leipzig, Germany
| |
Collapse
|
6
|
Almohaimede AA. Comparison between students' self-evaluation and faculty members' evaluation in a clinical endodontic course at King Saud University. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:569-576. [PMID: 34870874 DOI: 10.1111/eje.12733] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Revised: 09/28/2021] [Accepted: 11/12/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION The objective of this study was to compare faculty member evaluations with student self-evaluations in a clinical endodontic course in the dental school at King Saud University and to evaluate the reliability of the students' self-assessment scores after using a rubric with well-defined criteria. MATERIALS AND METHODS Evaluated and self-evaluated endodontic cases that were clinically treated by the fourth-year undergraduate dental students at the College of Dentistry, Girls University Campus, at King Saud University over 2 years (2017-2018) were included. Cases included anterior teeth, premolars and molars. The evaluation form was divided into six sections with well-defined criteria to cover all aspects of nonsurgical root canal treatment with a maximum grade of 10 points can be scored for each student per case. The students evaluated themselves for each section and then were evaluated by two faculty members. Student and faculty assessment agreement and the reliability of the students' self-assessment scores were measured. A p ≤ .05 was considered significant. RESULTS A total of 363 cases were included: 26.7% anterior teeth, 38.84% premolars and 34.43% molars. The students evaluated themselves with higher grades compared to the evaluators' grading in all steps and in the overall grading in all teeth types. The students' self-assessment scores showed good and moderate reliability in all steps and in the overall grading. CONCLUSION The students tend to overrate their performance, and their assessments have moderate to good reliability, which reflects the reliability of the rubric used as an accurate measurement tool that helps the evaluator and the student objectively assess their performance.
Collapse
Affiliation(s)
- Amal A Almohaimede
- Endodontic division, Department of Restorative Dental Sciences, College of Dentistry, King Saud University, Riyadh, Kingdom of Saudi Arabia
| |
Collapse
|
7
|
D'Emilio A, Sabounchi SS, Wu Y, Kim A, Franck E, Kane D, Lieberman M. Covid‐19 Vaccine Hesitancy and Refusal in Post‐Graduate Residents in Dentistry. J Dent Educ 2022; 86:774-780. [PMID: 35092620 PMCID: PMC9015565 DOI: 10.1002/jdd.12898] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2021] [Revised: 12/15/2021] [Accepted: 01/04/2022] [Indexed: 11/07/2022]
Abstract
Purpose/objectives Methods Results Conclusion
Collapse
Affiliation(s)
- Anna D'Emilio
- Vice President & Program Director Advanced Education in General Dentistry (AEGD) NYU Langone Dental Medicine Brooklyn NY United States
| | | | - Yinxiang Wu
- Associate Research Scientist Division of Biostatistics Department of Population Health NYU Langone Health New York NY United States
| | - Amy Kim
- Associate Director AEGD NYU Langone Dental Medicine Brooklyn NY United States
| | - Etienne Franck
- Director of Informatics NYU Langone Dental Medicine Brooklyn NY United States
| | - Daniel Kane
- Program Director Pediatric Dentistry NYU Langone Dental Medicine Brooklyn NY United States
| | - Martin Lieberman
- Vice President Graduate Dental Education and Distance Learning NYU Langone Dental Medicine Brooklyn NY United States
| |
Collapse
|
8
|
Crossing the Innovation Chasm: Identifying Facilitators and Barriers to Early Adoption of the Global Health Starter Kit Curriculum. Ann Glob Health 2021; 87:113. [PMID: 34900613 PMCID: PMC8622155 DOI: 10.5334/aogh.3356] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023] Open
Abstract
Purpose: The Global Health Starter Kit (GHSK) is an interdisciplinary, competency-based, open access global health curriculum covering global disease and demographic trends, Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs), the connection between oral health and overall health, social determinants of health, and concepts of sustainable and ethical global health programs. In this study, we evaluate and describe barriers to and facilitators for using and implementing the GHSK curriculum across a variety of new users. Methods: This two-phase study uses the Roger’s Adoption Curve concept to standardize this evaluation and inform a strategic plan for continuing to move the curriculum across the chasm from early adopters to an early majority of global oral health educators and learners. We utilized a theoretical adoption framework to identify facilitators and barriers under the domains of innovation and curricular, educator and learner, and institutional and structural factors. Under qualitative Phase 1, five early adopter institutions were interviewed to elicit understanding of factors that contribute to adoption of the GHSK curriculum. Common themes identified were next used to create a Phase 2 quantitative survey for early majority subscribers of the GHSK (N = 27). Results: These qualitative and quantitative results showed an overall high satisfaction with the quality of the GHSK materials, but also effectively identified barriers to its adoption, including inexperience of faculty in teaching global oral health, a lack of awareness and marketing, and absence of global health accrediting requirements. Conclusions: By identifying the barriers and facilitators of GHSK curriculum integration, this study provides concrete and specific opportunities to improve its format, relevance, content, and delivery. This study outlines next steps to creating a standardized approach to successfully adopting competency-based global oral health teaching and learning.
Collapse
|
9
|
Development of an Online Asynchronous Clinical Learning Resource ("Ask the Expert") in Dental Education to Promote Personalized Learning. Healthcare (Basel) 2021; 9:healthcare9111420. [PMID: 34828467 PMCID: PMC8624543 DOI: 10.3390/healthcare9111420] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2021] [Revised: 09/23/2021] [Accepted: 09/24/2021] [Indexed: 11/16/2022] Open
Abstract
This article describes the development and testing of an online asynchronous clinical learning resource named "Ask the Expert" to enhance clinical learning in dentistry. After the resource development, dental students from years 3 and 4 were randomly allocated to two groups (Group A-"Ask the Expert" and L-"lecturer-led"). All the students attempted a pre-test related to replacement of teeth in the anterior aesthetic zone. Group A (33 students) underwent an online case-based learning session of 60 minutes' duration without a facilitator, while Group L (27 students) concurrently underwent a case-based learning session of 60 minutes' duration with a lecturer facilitating the session. An immediate post-test was conducted followed by a retention test after one week. Student feedback was obtained. There was a significant increase in the test scores (maximum score 10) for both groups when comparing the pre-test (Group A-5.61 ± 1.34, Group L-5.22 ± 1.57) and immediate post-test scores (Group A-7.42 ± 1.34, Group L-8.04 ± 1.22; paired t-test, p < 0.001). However, no significant difference was observed in the test scores when comparing Group A to Group L for both the immediate post-test as well as the retention test (Group A-5.36 ± 1.29, Group L-5.33 ± 1.39 (independent sample t-test, p > 0.05). To conclude, adequately structured online asynchronous learning resources are comparable in their effectiveness to online synchronous learning in the undergraduate dental curriculum.
Collapse
|
10
|
Sharaf K, Felicio-Briegel A, Widmann M, Huber J, Eggersmann TK, Stadlberger U, Schrötzlmair F, Canis M, Lechner A. [ToSkORL: self- and objective assessment of examination skills in the head and neck region]. HNO 2021; 70:295-303. [PMID: 34622305 PMCID: PMC8964619 DOI: 10.1007/s00106-021-01097-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/28/2021] [Indexed: 11/27/2022]
Abstract
Hintergrund Ein zentrales Ziel des Medizinstudiums ist der Erwerb theoretischer und praktischer Kompetenzen. Es mangelt jedoch an Evidenz, wie der Erwerb von Kompetenzen in speziellen Untersuchungstechniken gemessen werden kann. ToSkORL (Teaching of Skills in Otorhinolaryngology) ist ein Projekt, das die studentische Selbstwahrnehmung ihrer Kompetenz bei speziellen Untersuchungstechniken der Hals-Nasen-Ohren-Heilkunde und des Kopf-Hals-Bereichs aus didaktisch-wissenschaftlicher Sichtweise beleuchtet. Methodik Im Rahmen des Untersuchungskurses erfolgte eine standardisierte mündlich-praktische Prüfung zu neun verschiedenen Untersuchungstechniken. Vor der Prüfung erfolgte eine Evaluation der studentischen Selbsteinschätzung mittels Fragebogen, die Prüfung wurde mittels Checkliste durch die Prüfenden standardisiert geprüft. Selbst- und Fremdeinschätzung nach der Likert-Skala wurden korreliert. Die neun Untersuchungstechniken wurden jeweils 42-mal von insgesamt 91 Studierenden in gegenseitiger Untersuchung durchgeführt. Ergebnisse Die Selbsteinschätzung der Kompetenz in den Untersuchungstechniken variiert erheblich, insgesamt schätzten Studierende ihre eigene Untersuchungskompetenz weitgehend unabhängig von Alter und Geschlecht meist realistisch ein. Studierende mit einem hohen Interesse an der Hals-Nasen-Ohren-Heilkunde gaben bessere Selbsteinschätzungen an, neigten jedoch auch eher zur Selbstüberschätzung. Bei Untersuchungen des mittleren Schwierigkeitsniveaus ergab sich die größte Divergenz von Selbst- und Fremdeinschätzung. Schlussfolgerung Die studentische Selbsteinschätzung ist ein geeignetes Instrument zur Messung der Untersuchungskompetenz in der Hals-Nasen-Ohren-Heilkunde. Es sollte ein besonderer Fokus auf die Lehre vermeintlich mittelschwerer Untersuchungstechniken gelegt werden, da diese am stärksten über- und unterschätzt werden. Zusatzmaterial online Die Online-Version dieses Beitrags (10.1007/s00106-021-01097-y) enthält zwei Mini-Clinical-Exam(CEX)-Evaluationsbögen für Studenten und Untersucher. Beitrag und Zusatzmaterial stehen Ihnen auf www.springermedizin.de zur Verfügung. Bitte scannen Sie den QR-Code, das Zusatzmaterial finden Sie beim Beitrag unter „Ergänzende Inhalte“. ![]()
QR-Code scannen & Beitrag online lesen
Collapse
Affiliation(s)
- Kariem Sharaf
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenheilkunde, LMU Klinikum, Marchioninistraße 15, 81377, München, Deutschland.
| | - Axelle Felicio-Briegel
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenheilkunde, LMU Klinikum, Marchioninistraße 15, 81377, München, Deutschland
| | - Magdalena Widmann
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenheilkunde, LMU Klinikum, Marchioninistraße 15, 81377, München, Deutschland
| | - Johanna Huber
- Institut für Didaktik und Ausbildungsforschung in der Medizin, LMU Klinikum, Pettenkoferstraße 8a, 80336, München, Deutschland
| | - Tanja Kristina Eggersmann
- Klinik und Poliklinik für Frauenheilkunde und Geburtshilfe, LMU München, Marchioninistraße 15, 81377, München, Deutschland
| | - Ursula Stadlberger
- Institut für Didaktik und Ausbildungsforschung in der Medizin, LMU Klinikum, Pettenkoferstraße 8a, 80336, München, Deutschland
| | - Florian Schrötzlmair
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenheilkunde, LMU Klinikum, Marchioninistraße 15, 81377, München, Deutschland
| | - Martin Canis
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenheilkunde, LMU Klinikum, Marchioninistraße 15, 81377, München, Deutschland
| | - Axel Lechner
- Klinik und Poliklinik für Hals‑, Nasen- und Ohrenheilkunde, LMU Klinikum, Marchioninistraße 15, 81377, München, Deutschland.
| |
Collapse
|
11
|
Gabbard T, Romanelli F. The Accuracy of Health Professions Students' Self-Assessments Compared to Objective Measures of Competence. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8405. [PMID: 34283796 PMCID: PMC8086612 DOI: 10.5688/ajpe8405] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2020] [Accepted: 01/05/2021] [Indexed: 05/17/2023]
Abstract
Objective. To review the literature related to potential associations between self-assessed perceptions of knowledge and/or confidence with actual competence.Findings. Twenty-two articles involving a variety of disciplines, including undergraduate studies, dentistry, medicine, and pharmacy were included following the screening process. Most studies focused on student self-reported confidence rather than competency assessed by a formative examination. Only a handful of studies were centered on pharmacy education.Summary. Educational research that evaluates student learning should employ measures of competency as the primary outcome rather than student perceptions. Using student perceptions as the primary measure of student learning should be avoided, but student perceptions may have some utility as an adjunct to competency data.
Collapse
Affiliation(s)
- Taylor Gabbard
- University of Kentucky, College of Pharmacy, Lexington, Kentucky
| | - Frank Romanelli
- University of Kentucky, College of Pharmacy, Lexington, Kentucky
- Executive Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
| |
Collapse
|
12
|
Liu CS, Wang YM, Lin HN. An 8-year retrospective survey of assessment in postgraduate dental training in complicated tooth extraction competency. J Dent Sci 2020; 16:S1991-7902(20)30243-9. [PMID: 33520117 PMCID: PMC7836295 DOI: 10.1016/j.jds.2020.11.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2020] [Revised: 11/07/2020] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND/PURPOSE Direct observation of procedural skills (DOPS) has been increasingly used in health education in recent years. This study evaluated the effect of education and trainees' perception of assessment on the clinical skills of postgraduate dental trainees in complicated tooth extraction. MATERIALS AND METHODS This study was conducted as a retrospective survey among postgraduate dental trainees learning complicated tooth extraction in Taipei and Linkou Chang Gung Memorial Hospital from 2012 to 2019. Practical skills were assessed using DOPS by trainees and faculty members. Each clinical case included a complicated extraction of a permanent tooth. RESULTS A total of 69 participants (26 men and 43 women, average age = 26.49 years, range = 24-34 years) were included in this study. Within the survey cohort, faculty assessments scored significantly higher than did trainees' self-assessments in each complicated tooth extraction procedure, with no difference between both sexes. The higher-performing trainees tended to underrate their performance much more than did the lower-performing trainees. More than 40% of the trainees evaluated themselves as having "poor capability" in some invasive surgical procedures, even though their actual performance was not lower than that of those who evaluated themselves as having adequate or good capability. CONCLUSION Self-assessment skills should be developed with more practice and experience. We hope that these findings can guide the planning of faculty development programs for clinical instructors, particularly the new cohort of faculty who will succeed the rapidly retiring boomer generation in the next 10 years.
Collapse
Affiliation(s)
- Chin-Sheng Liu
- Department of Periodontics, Taipei Chang Gung Memorial Hospital, Taipei, Taiwan
| | - Yuan-Min Wang
- Department of Periodontics, Taipei Chang Gung Memorial Hospital, Taipei, Taiwan
| | - Hsiu-Na Lin
- Departments of Prosthodontics, Taipei Chang Gung Memorial Hospital, Taipei, Taiwan
- Graduate Institute of Dental and Craniofacial Science, Chang Gung University, Taoyuan, Taiwan
| |
Collapse
|
13
|
Iguchi A, Hasegawa Y, Fujii K. Student Potential for Self-assessment in a Clinical Dentistry Practical Training Course on Communication Skills. MEDICAL SCIENCE EDUCATOR 2020; 30:1503-1513. [PMID: 34457818 PMCID: PMC8368263 DOI: 10.1007/s40670-020-01061-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This study aimed to investigate student potential for self-assessment in a clinical dentistry practical training course focused on communication skills. Participants were 124 fourth-year students (70 males, 54 females; all Japanese) in 2017 and 2018 at the Nippon Dental University, School of Life Dentistry at Niigata. Participating students belonged to different cohorts in 2017 and 2018. Participants were asked to complete a self-evaluation sheet at the end of each unit of the course. Their self-evaluation scores and the faculty evaluation scores for each student for Units 1-1, 1-2, and 1-3 were statistically analyzed. The results showed that females tended to rate themselves significantly higher than males. Furthermore, there were significant differences in evaluation scores between students and faculty for nine of 11 evaluation items for male students and 10 of 11 items for female students in Unit 1-3. Faculty expectations increased from Unit 1-1 to Unit 1-3, although students were satisfied with their performance and had a sense of achievement. However, students' actual performance was below faculty expectations, suggesting faculty evaluations were stricter than students' self-evaluation. Self-assessment may enhance students' ability for self-directed learning and may also inform how faculty can effectively educate dental students. Dental educators should support students to increase their levels of self-efficacy, which will enhance their self-evaluation skills.
Collapse
Affiliation(s)
- Asami Iguchi
- School of Life Dentistry at Niigata, The Nippon Dental University, 1-8, Hamaura-cho, Chuo-ku, Niigata, 951-8580 Japan
| | - Yuh Hasegawa
- The Nippon Dental University College at Niigata, 1-8, Hamaura-cho, Chuo-ku, Niigata, 951-8580 Japan
| | - Kazuyuki Fujii
- School of Life Dentistry at Niigata, The Nippon Dental University, 1-8, Hamaura-cho, Chuo-ku, Niigata, 951-8580 Japan
| |
Collapse
|
14
|
Partido BB, Wright BM. Self-assessment of ergonomics amongst dental students utilising photography: RCT. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:223-233. [PMID: 29498176 DOI: 10.1111/eje.12335] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/12/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Dental professionals are at high risk of musculoskeletal disorders (MSDs) due to static working positions for extended periods of time. Musculoskeletal pain has been identified as early as during their entry-level dental education. The purpose of this study was to determine whether feedback involving photography and self-assessment would improve ergonomic scores and the accuracy of ergonomic self-assessments amongst dental students. MATERIALS AND METHODS The study involved a randomised control design of 135 dental students. At weeks 1 and 4, participants were photographed, and at weeks 1 through 4, participants completed ergonomic self-evaluations, using a Modified-Dental Operator Posture Assessment Instrument (M-DOPAI). During weeks 2 and 3, participants in the training group were photographed and used those photographs to complete ergonomic self-assessments. All participants' pre-training and post-training photographs were evaluated for ergonomic scores by two raters. RESULTS A mixed-design ANOVA of ergonomic scores revealed that ergonomic scores improved for all students who received the ergonomics training (F(1,254)=17.41, P < .001). In addition, a mixed-design ANOVA of kappa coefficient values between student and rater scores revealed that the accuracy of self-assessments improved for all students who received the ergonomics training (F(1,127)=6.33, P < .05). CONCLUSION The use of photographs and self-assessment provides dental and dental hygiene educators with a pragmatic method to improve self-assessment skills, increase student awareness of any postural deviations from ideal and improve musculoskeletal health.
Collapse
Affiliation(s)
- B B Partido
- Division of Dental Hygiene, College of Dentistry, The Ohio State University, Columbus, OH, USA
| | - B M Wright
- Division of Dental Hygiene, College of Dentistry, The Ohio State University, Columbus, OH, USA
| |
Collapse
|