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Veremis BM, Granberg L, Ramaswamy V, Popov V, Katser MS, Danciu TE. Can peer feedback substitute for faculty feedback in predoctoral dental education? J Dent Educ 2024; 88:631-638. [PMID: 38390731 DOI: 10.1002/jdd.13472] [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: 09/13/2023] [Revised: 01/03/2024] [Accepted: 01/13/2024] [Indexed: 02/24/2024]
Abstract
PURPOSE/OBJECTIVES The ability to give and receive feedback is a key skill to develop during predoctoral dental education, and the use of peer feedback specifically offers distinct benefits including a different understanding of material due to peers' proximity of knowledge development and assisting with overburdened instructors. However, it is unclear if peer feedback offers similar quality to instructor feedback. METHODS Dental students in two different graduation years provided quantitative and qualitative peer feedback on a case-based oral and maxillofacial pathology simulation. The data from these exercises were aggregated and analyzed to compare the quality of qualitative feedback to course examination scores. Student perceptions of peer feedback were also recorded. RESULTS The mean quality of feedback was not correlated with course examination scores, though the number of times students gave high-quality feedback and received high-quality feedback was correlated with course examination scores. Student feedback overall had a lower quality than instructor feedback, though there was no significant difference between instructor feedback quality and the maximum student feedback quality received. Student perceptions of the utility of feedback were positive. CONCLUSION While instructor feedback is more reliable and consistent, our findings suggest that in most instances, at least one peer in moderate-sized groups is able to approximate the quality of instructor feedback on case-based assignments.
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Affiliation(s)
- Brandon M Veremis
- Department of Pathology, Molecular, and Cell-Based Medicine, Icahn School of Medicine at Mount Sinai, New York, New York, USA
- Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA
| | - Luke Granberg
- University of Michigan College of Literature, Science, and Arts, Ann Arbor, Michigan, USA
| | - Vidya Ramaswamy
- Department of Academic Affairs, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA
| | - Vitaliy Popov
- Department of Learning Health Sciences, University of Michigan Medical School and School of Information, University of Michigan, Ann Arbor, Michigan, USA
| | - Margarita S Katser
- Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA
| | - Theodora E Danciu
- Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA
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Rayyan MR. The use of objective structured clinical examination in dental education- a narrative review. FRONTIERS IN ORAL HEALTH 2024; 5:1336677. [PMID: 38370877 PMCID: PMC10869490 DOI: 10.3389/froh.2024.1336677] [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: 11/11/2023] [Accepted: 01/23/2024] [Indexed: 02/20/2024] Open
Abstract
The Objective Structured Clinical Examination (OSCE) is a performance-based assessment intended to assess medical students' clinical competency in a simulated, standardized environment. Because it measures the student's ability to use clinical knowledge, diagnostic skill, and decision-making, the OSCE is thought to be more objective than traditional tests. OSCE exams have been increasingly employed in dentistry schools, particularly in the last decade, and it is crucial to investigate instructors' and dental students' experiences with this evaluation approach.
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Affiliation(s)
- Mohammad Ramadan Rayyan
- Prosthodontic Department, College of Medicine and Dentistry, Riyadh Elm University, Riyadh, Saudi Arabia
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Ramseier CA, Hübschi C, Crnić T, Woelber JP. Implementation of a communication curriculum in undergraduate dental education-students' opinions during a 5-year development phase. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:227-235. [PMID: 37559189 DOI: 10.1111/eje.12940] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 01/04/2023] [Accepted: 07/23/2023] [Indexed: 08/11/2023]
Abstract
INTRODUCTION Communication training has become an essential part of the dental curriculum. The aim of this study was to evaluate the communication curriculum developed and introduced 2016-2021 at the University of Bern, School of Dental Medicine (SDM), Switzerland. MATERIALS AND METHODS The curriculum was implemented cumulatively in three phases: (1) lectures and accompanying role plays, (2) forum theatre and trainer-based communication training and (3) self-assessment. Students were surveyed 2016-2021 at the end of each semester using anonymous online questionnaires with five-point Likert scales (0-4). RESULTS A total of 191 fourth- and fifth-year students were surveyed, and 165 (86.4%) questionnaires were analysed. The mean age of the participants was 24.2 ± 1.4 and 45.5% were female. While students' opinions about the need to communicate increased during weekly lectures in phase 1, their opinions about their ability to communicate simultaneously decreased. During phase 2, fourth-year students' opinions on the need to communicate with dental patients increased from 3.22 ± 0.61 to 3.73 ± 0.45 (p = .001), anticipated benefits for dentists increased from 2.78 ± 0.71 to 3.43 ± 0.57 (p = .001) and for patients from 3.00 ± 0.76 to 3.47 ± 0.63 (p = .022). Only in phase 3, opinions on the ability to communicate statistically significantly increased for both fourth- (2.34 ± 0.71 to 2.72 ± 0.60, p = .033) and fifth-year (2.20 ± 0.63 to 2.86 ± 0.59, p = .001) students. Preferred teaching and assessment methods were trainer-based communication trainings (73.1%), lectures (67.3%) and self-assessments in the student clinic (59.6%). CONCLUSION Communication curricula in dental education using methods such as lectures and trainer-based communication trainings may additionally need to include self-assessments to be effective from the students' perspective.
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Affiliation(s)
- Christoph A Ramseier
- Department of Periodontology, School of Dental Medicine, University of Bern, Bern, Switzerland
| | - Céline Hübschi
- Department of Periodontology, School of Dental Medicine, University of Bern, Bern, Switzerland
| | - Tin Crnić
- Independent Researcher, Mainz, Germany
| | - Johan P Woelber
- Department of Operative Dentistry and Periodontology, Faculty of Medicine, Medical Center, University of Freiburg, Freiburg im Breisgau, Germany
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Bizhang M, Adib Shaban H, Vahlenkamp A, Zimmer S, Möltner A, Ehlers J. Reduction of discrepancies between students and instructors in the assessment of practical tasks through structured evaluation sheets and peer feedback. Sci Rep 2024; 14:1514. [PMID: 38233449 PMCID: PMC10794213 DOI: 10.1038/s41598-024-51953-4] [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: 08/25/2023] [Accepted: 01/11/2024] [Indexed: 01/19/2024] Open
Abstract
The aim of this study was to reduce discrepancies between students and instructors in a preclinical dental course by employing structured peer feedback based on a detailed evaluation sheet. In a crossover study of dental students (n = 32), which compared peer feedback using an evaluation sheet (test) with the traditional method (control), participants completed tasks involving cavity and partial crown preparation. The practical tasks were scored numerically on a scale ranging from one (excellent) to six (failure). The amount of feedback provided by the instructor was also recorded. Statistical analysis was conducted using Wilcoxon signed-rank tests (p < 0.05). Regarding cavity preparation, no statistically significant difference was observed (median (25th-75th percentile)) between the grades received by the test (2.00 (1.50-3.00)) and control groups (2.25 (2.00-3.00)). However, the grades pertaining to partial crown preparation exhibited a statistically significant difference between the test (2.25 (2.00-2.50)) and control (2.50 (2.00-3.00)) groups. LimeSurvey and five-finger feedback were used to assess satisfaction with the new method, revealing that most students found the evaluation sheet and peer feedback to be effective. Within the limitations of this study, structured peer feedback using the evaluation sheet positively impacted grades pertaining to partial crown preparation, requiring less instructor feedback.
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Affiliation(s)
- Mozhgan Bizhang
- Faculty of Health, Department of Operative Dentistry and Preventive Dentistry, School of Dentistry, Witten/Herdecke University, 58448, Witten, Germany.
| | - Havre Adib Shaban
- Faculty of Health, Department of Operative Dentistry and Preventive Dentistry, School of Dentistry, Witten/Herdecke University, 58448, Witten, Germany
| | - Andreas Vahlenkamp
- Faculty of Health, Department of Prosthodontics and Dental Technology, School of Dentistry, Witten/Herdecke University, 58448, Witten, Germany
| | - Stefan Zimmer
- Faculty of Health, Department of Operative Dentistry and Preventive Dentistry, School of Dentistry, Witten/Herdecke University, 58448, Witten, Germany
| | - Andreas Möltner
- Center of Excellence for Assessment in Medicine, University of Heidelberg, Grabengasse 1, 69117, Heidelberg, Germany
| | - Jan Ehlers
- Chair of Didactics and Educational Research in Health Care, Witten/Herdecke University, 58448, Witten, Germany
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Kumar P, Somerville S. Exploring in-person self-led debriefings for groups of learners in simulation-based education: an integrative review. Adv Simul (Lond) 2024; 9:5. [PMID: 38229166 PMCID: PMC10790376 DOI: 10.1186/s41077-023-00274-z] [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: 07/05/2023] [Accepted: 12/10/2023] [Indexed: 01/18/2024] Open
Abstract
BACKGROUND Facilitator-led debriefings are well-established for debriefing groups of learners in immersive simulation-based education. However, there has been emerging interest in self-led debriefings whereby individuals or groups of learners conduct a debriefing themselves, without the presence of a facilitator. How and why self-led debriefings influence debriefing outcomes remains undetermined. RESEARCH AIM The aim of this study was to explore how and why in-person self-led debriefings influence debriefing outcomes for groups of learners in immersive simulation-based education. METHODS An integrative review was conducted, searching seven electronic databases (PubMed, Cochrane, Embase, ERIC, SCOPUS, CINAHL Plus, PsychINFO) for peer-reviewed empirical studies investigating in-person self-led debriefings for groups of learners. Data were extracted, synthesised, and underwent reflexive thematic analysis. RESULTS Eighteen empirical studies identified through the search strategy were included in this review. There was significant heterogeneity in respect to study designs, aims, contexts, debriefing formats, learner characteristics, and data collection instruments. The synthesised findings of this review suggest that, across a range of debriefing outcome measures, in-person self-led debriefings for groups of learners following immersive simulation-based education are preferable to conducting no debriefing at all. In certain cultural and professional contexts, such as postgraduate learners and those with previous debriefing experience, self-led debriefings can support effective learning and may provide equivalent educational outcomes to facilitator-led debriefings or self-led and facilitator-led combination strategies. Furthermore, there is some evidence to suggest that self-led and facilitator-led combination approaches may optimise participant learning, with this approach warranting further research. Reflexive thematic analysis of the data revealed four themes, promoting self-reflective practice, experience and background of learners, challenges of conducting self-led debriefings and facilitation and leadership. Similar to facilitator-led debriefings, promoting self-reflective practice within groups of learners is fundamental to how and why self-led debriefings influence debriefing outcomes. CONCLUSIONS In circumstances where simulation resources for facilitator-led debriefings are limited, self-led debriefings can provide an alternative opportunity to safeguard effective learning. However, their true value within the scope of immersive simulation-based education may lie as an adjunctive method alongside facilitator-led debriefings. Further research is needed to explore how to best enable the process of reflective practice within self-led debriefings to understand how, and in which contexts, self-led debriefings are best employed and thus maximise their potential use.
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Affiliation(s)
- Prashant Kumar
- Department of Medical Education, NHS Greater Glasgow & Clyde, Glasgow, Scotland, UK.
- School of Medicine, Dentistry & Nursing, University of Glasgow, University Avenue, Glasgow, G12 8QQ, Scotland, UK.
| | - Susan Somerville
- Centre for Medical Education & Dundee Institute for Healthcare Simulation, School of Medicine, University of Dundee, Dundee, Scotland, UK
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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.
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Coelho V, Scott A, Bilgic E, Keuhl A, Sibbald M. Understanding Feedback for Learners in Interprofessional Settings: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:10732. [PMID: 36078451 PMCID: PMC9517787 DOI: 10.3390/ijerph191710732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Revised: 08/17/2022] [Accepted: 08/22/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Interprofessional feedback is becoming increasingly emphasized within health professions' training programs. The objective of this scoping review is to determine what is known about how learners perceive and interact with feedback in an interprofessional context for learning. METHODS A search strategy was developed and conducted in Ovid MEDLINE. Title and abstract screening were performed by two reviewers independently. Next, full texts of selected articles were reviewed by one reviewer to determine the articles included in the review. Data extraction was performed to determine the articles' study population, methodologies and outcomes relevant to the research objective. RESULTS Our analysis of the relevant outcomes yielded four key concepts: (1) issues with the feedback process and the need for training; (2) the perception of feedback providers, affecting how the feedback is utilized; (3) professions of the feedback providers, affecting the feedback process; and (4) learners' own attitude toward feedback, affecting the feedback process. CONCLUSIONS The learner's perception of interprofessional feedback can be an obstacle in the feedback process. Training around interprofessional feedback should be included as part of interprofessional programs. Research is needed to explore how to address barriers in feedback interaction that stem from misguided perceptions of feedback providers' professions.
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Affiliation(s)
- Varun Coelho
- Faculty of Health Sciences, McMaster University, Hamilton, ON L8S 4L8, Canada
| | - Andrew Scott
- Faculty of Health Sciences, McMaster University, Hamilton, ON L8S 4L8, Canada
| | - Elif Bilgic
- Department of Pediatrics, McMaster University, Hamilton, ON L8S 4L8, Canada
| | - Amy Keuhl
- Department of Medicine, McMaster University, Hamilton, ON L8S 4L8, Canada
| | - Matthew Sibbald
- Department of Medicine, McMaster University, Hamilton, ON L8S 4L8, Canada
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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.
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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.
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Goldschmidt SL, Root Kustritz MV. Pilot Study Evaluating the Use of Typodonts (Dental Models) for Teaching Veterinary Dentistry as Part of the Core Veterinary Curriculum. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:340-345. [PMID: 33970838 DOI: 10.3138/jvme-2020-0113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Periodontal disease is one the most common disease pathologies in small animal medicine, yet new graduates report they feel unprepared to perform dentistry in general practice. Novel methodologies to close the knowledge gap in veterinary dentistry need to be identified. Typodonts (dental models) are commonly used in human dental schools to teach basic principles prior to practice on clinical patients and have been shown to be an effective teaching tool. The study aimed to determine if independent study and self-guided practice on a veterinary typodont prior to a structured, in-person cadaver laboratory with feedback increases students' perceived dentistry clinical skills in performing periodontal techniques. We calculated the knowledge gap before and after the cadaver laboratory by comparing the students' perceived and desired skill levels in performing periodontal charting, ultrasonic cleaning, hand scaling, and root planing. Ninety-six percent of students reported that practice with the dental typodont prior to the cadaver laboratory increased their comfort level in performing periodontal skills. However, practice did not result in a significant decrease in knowledge gap compared with participation in the cadaver laboratory alone. Although students perceived a benefit to practicing with the typodont, self-guided practice was not effective in decreasing the knowledge gap, most likely due to a lack of structured feedback with typodont use. Further investigation into the use of typodonts with direct feedback prior to structured laboratory or, alternatively, as an additional practice tool following a structured laboratory would further define if there is a benefit to typodont practice in veterinary dentistry.
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Crowe HL, Woolley SM. Dental students' experience of conscious sedation: A qualitative review of student reflections. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:197-205. [PMID: 33838059 DOI: 10.1111/eje.12688] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Revised: 01/06/2021] [Accepted: 04/02/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The UK General Dental Council (GDC) requires dental graduates to competently identify, manage and refer patients with dental pain and anxiety. This study aimed to explore sedation training experience quantitatively and qualitatively through individual reflective logs. MATERIALS & METHODS A single-centred mixed-methods evaluation of teaching, within a UK university conscious sedation department. Fourth-year dental students undertook lectures and supervised clinical sessions following the undergraduate curriculum. Patient attendance patterns, individual experience and group experience were analysed descriptively. Reflective log sheets were analysed by Thematic Framework Analysis. RESULTS Seventy-two students participated. Of 153 booked patients, 79 (51.6%) attended of which 74 (48.4%) were treated by undergraduates. The mean performed inhalation sedation and intravenous sedation cases per student were 1 and 0.8, respectively. Three students (4%) assisted only. Group experience varied. Three themes arose from reflections: consolidation of theory and learning; confidence through experience; and responding to challenges. DISCUSSION Whilst experience quotas were not met, GDC requirements for increasing students' knowledge and confidence within CS were met. Practical experience enhanced learning. "Hands-on" experience was most valuable for self-reported confidence but learning by proxy also aided development. Students recognised challenges, but not the implications for themselves or their career. Strategies to reduce barriers to experience require research. CONCLUSION Whilst variable, all students were provided learning opportunities. Physical experience gave the greatest confidence. Opportunities afforded by the undergraduate curriculum allowed students to learn and develop through consolidation of theory, response to challenges and ultimately the gaining of confidence.
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Zhang H, Liao AWX, Goh SHL, Yoong SQ, Lim AXM, Wang W. Effectiveness and quality of peer video feedback in health professions education: A systematic review. NURSE EDUCATION TODAY 2022; 109:105203. [PMID: 35033394 DOI: 10.1016/j.nedt.2021.105203] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Revised: 10/11/2021] [Accepted: 11/03/2021] [Indexed: 06/14/2023]
Abstract
OBJECTIVES This review aimed to evaluate the effectiveness of peer video feedback (PVF) on healthcare students' reactions and learning outcomes against other feedback methods (e.g., expert- or self-video feedback). It also synthesized the characteristics of PVF within health professions education to identify its effective elements. DATA SOURCES Seven databases were systematically searched to identify relevant studies, including CENTRAL, CINAHL, ERIC, Embase, PubMed, PsycINFO, and Scopus. REVIEW METHODS This review was conducted based on the PRISMA Statement Guidelines. Reviewers independently extracted data from the included articles and assessed the risk of bias and quality of the studies. The effectiveness of PVF on students' reactions, learning, and quality of peer feedback was summarized. RESULTS A total of 22 articles were included. Results showed PVF was a helpful learning tool, and students were satisfied with its overall learning experience. PVF demonstrated its positive effect on skill-based learning. The top concern was its quality (accuracy and content), ascribing to peers' limited knowledge, expertise, or feedback experience. CONCLUSIONS This review affirmed the potential effect of PVF on skill-based learning but revealed students' ambivalent feelings towards its quality. Six effective elements were proposed for its best practice. Future studies are needed to investigate further these proposed elements and how they mediate the educational effects of PVF.
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Affiliation(s)
- Hui Zhang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Ariel Wen Xin Liao
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sam Hong Li Goh
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Si Qi Yoong
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Amanda Xiu Ming Lim
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Wenru Wang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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Capan Melser M, Lettner S, Bäwert A, Puttinger C, Holzinger A. Pursue today and assess tomorrow - how students' subjective perceptions influence their preference for self- and peer assessments. BMC MEDICAL EDUCATION 2020; 20:479. [PMID: 33246459 PMCID: PMC7693496 DOI: 10.1186/s12909-020-02383-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Accepted: 11/19/2020] [Indexed: 05/31/2023]
Abstract
BACKGROUND Alternative assessments engage students in the assessment process to improve both short- and long-term outcomes by developing their judgments and responsibility about their own learning, and that of their peers. In this study, we investigated students' perception towards self- and peer-assessment, their objectivity and impact on students' learning. METHODS The study was conducted at the Medical University of Vienna. Attitudes of second year undergraduate medical students towards self- and peer-assessment, and their objectivity, appropriateness, and the impact of these assessments on students' learning activities, was inquired using a self-developed questionnaire. RESULTS Four hundred twenty-three students participated in this study. Self-assessment was found more appropriate method to assess students' knowledge. Most of students agreed that peer-assessment is not objective (M = - 0.07). Majority of students evaluated that peer assessment has no or little impact on their active and passive learning (M = - 0.23, - 0.35), on the other hand self-assessment was reported as a helpful tool for gaining long-term knowledge (M = 0.13) and following the content of courses (M = 0.16). CONCLUSION Based on our results, students' perspective on peer assessment were negative, on the whole, students had positive attitudes towards self-assessment and negative attitudes towards peer-assessment. This study also determined that self-assessment leads to the promotion of students' learning.
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Affiliation(s)
- Meskuere Capan Melser
- Research Unit for Curriculum Development, Teaching Center/Medical University of Vienna, Spitalgasse 23, Bauteil 87, A-1090 Vienna, Austria
| | - Stefan Lettner
- University Clinic of Dentistry/Medical University of Vienna, Sensengasse 2a, Vienna, A-1090 Austria
| | - Andjela Bäwert
- Assessment & Skills, Teaching Center/Medical University of Vienna, Spitalgasse 23, Bauteil 87, Vienna, A-1090 Austria
| | - Claudia Puttinger
- Research Unit for Curriculum Development, Teaching Center/Medical University of Vienna, Spitalgasse 23, Bauteil 87, A-1090 Vienna, Austria
| | - Anita Holzinger
- Research Unit for Curriculum Development, Teaching Center/Medical University of Vienna, Spitalgasse 23, Bauteil 87, A-1090 Vienna, Austria
- University Clinic of Dentistry/Medical University of Vienna, Sensengasse 2a, Vienna, A-1090 Austria
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Freeman Z, Cairns A, Binnie V, McAndrew R, Ellis J. Understanding dental students' use of feedback. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:465-475. [PMID: 32159894 DOI: 10.1111/eje.12524] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2020] [Revised: 02/14/2020] [Accepted: 03/04/2020] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Feedback can enhance learning and is thought to be highly valued by students; however, it is not clear from the literature how dental students actually use feedback. AIM This study aimed to explore how dental students use feedback in a variety of contexts. METHODS Qualitative methods involving audio-recorded focus groups were used to explore the use of feedback by undergraduate dental students studying at three UK dental schools. A purposive sampling strategy was used to ensure diverse representation across the undergraduate dental programmes in each of the schools. RESULTS Six focus groups, involving a total of 72 students, were undertaken. Thematic analysis identified five main themes relating to the use of feedback: value, future applicability, accessibility, variability and understanding. The inter-connectivity and interaction of the themes (along with their subthemes) were used to develop a model for optimising feedback with the aim of enhancing its potential use by students. CONCLUSION The use of feedback by students would appear to be strongly influenced by several factors. Understanding these factors and how they interlink may be helpful to education providers who are seeking to optimise their feedback processes.
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Affiliation(s)
- Zoe Freeman
- Faculty of Medical Sciences, School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK
| | | | - Viv Binnie
- University Of Glasgow Dental School, Glasgow, UK
| | - Robery McAndrew
- School of Dentistry, Cardiff University, Heath Park, Cardiff, UK
| | - Janice Ellis
- Faculty of Medical Sciences, School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK
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Partido BB, Chartier E, Jewell J. Evaluation of an e-book assignment using Fink's Taxonomy of Significant Learning among undergraduate dental hygiene students. J Dent Educ 2020; 84:1074-1083. [PMID: 32542671 DOI: 10.1002/jdd.12247] [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: 04/06/2020] [Revised: 05/20/2020] [Accepted: 06/03/2020] [Indexed: 11/11/2022]
Abstract
CONTEXT With significant learning experiences, students undergo positive, substantial, and lasting influences on their personal and professional lives. With grant support from The Ohio State University's Affordable Learning Exchange Program, students created e-book chapters for a Current Concepts in Dental Hygiene as a significant learning experience. OBJECTIVE The purpose of this study was to evaluate the impact of an e-book chapter creation project on the learning of undergraduate dental hygiene students using Fink's Taxonomy of Significant Learning. DESIGN Upon IRB exemption, this study involved a mixed-methods, cross-sectional research design involving a survey of attitudinal and reflective questions. The data were analyzed using descriptive statistics and thematic analysis. RESULTS The data from 100% (n = 41) of the dental hygiene students enrolled in the Current Concepts in Dental Hygiene course were analyzed. Most students recognized the alignment of the 6 scaffolded assignments with the 6 domains of Fink's Taxonomy of Significant Learning. Most students agreed the project focused on foundational knowledge (68.8%, n = 27), promoted active learning (73.2%, n = 30), applied to real life problems (63.4%, n = 26), and provided life lessons (56.1%, n = 23). Thematic analysis revealed students appreciated the teamwork involved and the scaffolding of assignments, recognized the challenges of inconsistent feedback and technical issues with the software, and felt that more faculty guidance and technical support would have improved their experiences. CONCLUSION Future research should evaluate the impact of using Fink's Taxonomy of Significant Learning with the design of courses or course-long projects on the education of dental and dental hygiene students.
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Affiliation(s)
- Brian B Partido
- Division of Dental Hygiene, College of Dentistry at The Ohio State University, Columbus, OH, USA
| | - Elizabeth Chartier
- Division of Dental Hygiene, College of Dentistry at The Ohio State University, Columbus, OH, USA
| | - Jennifer Jewell
- Dental Hygiene Program, College of Dentistry at The Ohio State University, Columbus, OH, USA
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