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... Dreyfus five-stage model for the acquisition of skills within the adult learner ( Figure 1) has been successfully applied to the development of other health care professionals (Benner, 1982) and is helpful in positioning competence as one more stage on the road to expert status. The student dentist (Novice) learns facts, figures and rules often outside the clinical context whilst the Advanced Beginner stage develops after repeated opportunities to apply these rules in clinical settings. ...
Context 2
... 'Shows' level of Miller's pyramid can be considered as assessing practical ability or competence when performing a task 'in vitro' . It may also be an opportunity to assess the student dentist's learning objectives from the psychomotor domain or skills (see Figure 6, p10). Whilst several skills can be performed together at the "shows" level (articulation), careful assessment is required to ensure that deficiency in one skill (e.g. ...
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Aim
To assess the suitability of several 3D‐printed resins for the manufacturing of tooth replicas for endodontic training in comparison with commercially available replicas by analysing the properties of the materials and comparing them with real teeth during endodontic training.
Methodology
Tooth replicas were 3D printed using four resins (NextD...
Abstract- Introduction: Continuing dental education (CDE) has undergone enormous changes in recent years regarding its methodologies used, intellectual base, and the anticipation of what it should convey. Objectives: Do contemporary educational interventions based on general practice change doctors' behavior, and improve patient outcomes? It has be...
Citations
... 9 In embracing online assessments, academics further grappled with using different assessment methods without sacrificing quality, appropriateness and fairness. 10 This has also raised a question on students' challenges with preparedness, acceptance and ability to navigate through these assessments' tasks. Furthermore, a digital divide exists among the university students, where some students are better equipped and experienced than students who are disadvantaged in terms of computer and technology skills.11 ...
INTRODUCTION: Online assessments are commonly used in health sciences curricula worldwide. However, it is unclear on how undergraduate dental therapy and oral hygiene students at a South African university responded to the transition from traditional classroom-based to online assessments, as a result of the Covid-19 pandemic AIMS AND OBJECTIVES: This paper reports on students' knowledge and practices of, attitudes towards and preparedness for online assessments METHOD: This was a descriptive study, using a mixed methods approach to obtain quantitative and qualitative data through an online questionnaire RESULTS: This study indicated most students (n=93, 87%) were familiar with online assessments; however, only (n=68, 63.5%) were confident about taking these tests. Most students agreed that online assessment helped them grasp all aspects of theory, while less than half of third-year students agreed that online assessments helped them to integrate theory into clinical practice. The reported challenges were connectivity problems with online assessment and insufficient time to complete online tests CONCLUSION: This study demonstrated that undergraduate dental students were familiar with online assessments and were confident about taking them. They believed this helped them grasp all aspects of theory despite specific challenges associated with the use of online assessments. This study suggests that online assessments could be a valuable method in measuring student competency of fundamental theoretical aspects of dentistry
... Instead, the responsibility of assessment method selection is delegated to educational institutions. Despite their different formats, 8,9 OSCEs, DOPs/competence tests, MCQ/SBA and MSA/SAQs are all types of standalone assessment, which may not be best suited for measuring attainment of some of the GDC's learning outcomes; particularly when evidence of development of consistent competent clinical performance is necessary. As a result, some dental schools have incorporated longitudinal clinical assessment into their undergraduate assessment repertoire to allow student knowledge and skills to be evaluated at multiple points in time throughout the curriculum. ...
... In addition, although there is less robust evidence to support the validity of MCQs, they remain one of the most frequently used assessment methods within dental education. 7,8,11 OSCEs, MSAs and MCQs form a range of assessments that, together, provides an overall picture of student development and attainment. Therefore, comparing LIFTUPP© data with MCQ, MSA and OSCE outcomes provides a starting point for investigating the criterion validity of longitudinal assessment. ...
Purpose:
To investigate the content and criterion validity, and reliability of longitudinal clinical assessment of undergraduate dental student clinical competence by determining patterns of clinical performance and comparing them with validated standalone undergraduate examinations.
Methods:
Group-based trajectory models tracking students' clinical performance over time were produced from LIFTUPP© data for three dental student cohorts (2017-19; n = 235) using threshold models based on the Bayesian information criterion. Content validity was investigated using LIFTUPP© performance indicator 4 as the threshold for competence. Criterion validity was investigated using performance indicator 5 to create distinct trajectories of performance before linking and cross-tabulating trajectory group memberships with a 'top 20%' performance in the final Bachelor of Dental Surgery (BDS) examinations. Reliability was calculated using Cronbach's alpha.
Results:
Threshold 4 models showed all students followed a single upward trajectory in all three cohorts, showing clear progression in competence over three clinical BDS years. A threshold 5 model produced two distinct trajectories, and in each cohort a 'better performing' trajectory was identified. Students allocated to the 'better performing' trajectories scored higher on average in the final examinations for cohort 2 (29% vs 18% (BDS4); 33% vs. 15% (BDS5)) and cohort 3 (19% vs. 16% (BDS4); 21% vs. 16% (BDS5)). Reliability for the undergraduate examinations was high for all three cohorts (≥0.8815) and did not change appreciably when longitudinal assessment was included.
Conclusions:
There is some evidence to support that longitudinal data have a degree of content and criterion validity for assessing the development of clinical competence in undergraduate dental students, which should increase confidence in decisions based on these data. The findings also provide a good foundation for subsequent research.
... This pedagogical perspective is rooted in reflective critique of the evaluation process and outcome and through the adoption of established concepts in the context of HPE literature with regard to competencybased education, interdisciplinary collaboration, promotion of student-centered learning and implementation of valid, reliable, and feasible assessment methods. [36][37][38][39] To conclude, the development and implementation of the curriculum will be dependent on a whole-of-system approach with the provision of supportive leadership, adequate resources, effective communication, stakeholders' consensus and commitment, and faculty development. ...
Purpose
To operationalize and analyze a college-wide evaluation of an undergraduate dental curriculum.
Materials and Methods
A descriptive case study design was used with extensive multiple data collection methods that included literature review, document review of existing data, survey questionnaires, focus group semi-structured interviews and observation of clinical and laboratory tasks. This approach was based on Kern’s curriculum development model and Fitzpatrick’s practical guidelines and evaluation standards.
Results
The evaluation outcomes indicated that a significant curricular change is needed. In hindsight, a thorough reflection on the evaluation strategy is provided highlighting several contextual factors. Actionable recommendations and comparisons are also drafted to shape a coherent curriculum reform implementation.
Conclusion
The process by which the evaluation was conducted, and the reform implementation is being instituted, while unique to this college, may offer insights for change at other dental colleges. In that, greater emphasis is placed on the general principles that remain applicable to other comparable contexts regardless of the distinctiveness in specificities.
... To ensure the competence of new graduates, it is essential that the assessment of finalyear dental students encompass a range of modalities. Typically, assessments are conducted through written examinations, such as multiple choice, multiple short answers, and essay questions, which predominately assess the student's knowledge, while objective structured clinical examination (OSCE) and case presentation (CP) are more applicable to clinical skills [1][2][3]. While OSCE can provide an overview of students' clinical understanding, CP is often more specific and relates mainly to aspects of diagnosis and treatment planning. ...
... CP assessment is common to both medicine and dentistry and is known under various names depending on the country and institution: 'long case', 'oral case presentation', and 'case-based discussion' [1][2][3][4][5][6]. While such evaluations are considered highly authentic [2,4] and useful [7], there is a discussion surrounding the reliability of this method [2] with a lack of standardization of questioning being inevitable where different patients are presented by individual students [8]. ...
... CP assessment is common to both medicine and dentistry and is known under various names depending on the country and institution: 'long case', 'oral case presentation', and 'case-based discussion' [1][2][3][4][5][6]. While such evaluations are considered highly authentic [2,4] and useful [7], there is a discussion surrounding the reliability of this method [2] with a lack of standardization of questioning being inevitable where different patients are presented by individual students [8]. ...
Background:
Case presentation assessment is common in both medicine and dentistry and is known under various names depending on the country and institution. It relates mainly to aspects of diagnosis and treatment planning and is considered highly authentic and useful. The COVID-19 pandemic necessitated the movement of this assessment from face-to-face to online. The aim of this investigation was to explore the students' impressions of the two different examination modalities. With this information, a decision on future diets of this examination can be made to accommodate the students' perspectives.
Methods:
Quantitative and qualitative data were gathered using an online, self-administered survey.
Results:
The students were split 50/50 regarding which assessment modality they preferred. Overall, they considered the online examination to be fair, and the majority agreed that the online format allowed them to display their knowledge as well as face-to-face.
Conclusions:
The delivery of case presentation examination is possible online. An online case presentation is a fair, useful, and authentic assessment that is appropriate to the needs of the faculty and students. Satisfaction with the two possible methods of conducting this assessment suggests it would be reasonable to conduct this examination online in the future.
... Of particular concern was the delivery of robust and timely observational assessment of practical skills [1]. Assessment is regarded as a crucial component in the learning process [2], and it should be sustainable if it is to foster lifelong learning [3]. This suggests that no matter what assessment method is utilised, it should effectively stimulate engagement to improve learning and performance, and thus promote sustainable development of learning capabilities. ...
Aim/objective
This study evaluates the effectiveness and users’ experience of using live stream technology to conduct workplace observation assessments of trainee dental nurses. Information on the usability, accessibility, and general satisfaction of this technological technique were collected.
Materials and methods
This nationwide cross-sectional survey was conducted in Scotland and included one focus group and three online questionnaires with qualitative and quantitative questions. The quantitative responses were described using standard descriptive analysis, while the quantitative data were investigated using thematic analysis.
Results
Eighty-one trainee dental nurses, 35 clinicians and 19 assessors participated in this study. Live stream observation was generally well received by the trainee dental nurses and clinicians, who thought that it had helped increase their confidence to perform practical skills. The assessors also stated that overall satisfaction was high, and that live stream observation met their expectations for efficacy. However, several technical challenges, such as network issues were brought up by responders.
Conclusion
This study provides evidence that workplace observation assessments can be performed in the future by using live stream technology. However, additional investigation and comparison will aid in determining the most effective way of using this approach and providing feedback to promote learning among dental trainees.
... As all aspects of the professional qualifications cannot be tested using a single assessment method, 5 these are tested with multiple methods with principles of assessment recommended by the ADEE. 10,15 The route to licensure through proficiency test includes three parts (Figure 1), in which part I and part II are performed at the Department of (Blinded) Sweden. After having passed part I and part II at (Blinded), participants undergo a 6-month clinical training period at a dental clinic, 14 aimed to evaluate professional practice. ...
Objectives:
Dentists educated outside the EU, EEA and Switzerland have the option to undergo proficiency testing to practice dentistry in Sweden. A standardized evidence-based procedure for proficiency tests is crucial. This paper explores if the standard setting of the theoretical examination in the Swedish proficiency test for foreign dentists is fit to differentiate candidates who meet the acceptable standard for licensure from those who don't, by analysis of inter-rater reliability and credibility of Angoff panels and the test's ability to differentiate candidates regarding learning outcomes and dental disciplines.
Methods:
In a cohort study design, test results were collected from seven examinations during 2018-2019 (n=316), combined with Angoff judgments and demographic data from The National Board of Health and Welfare. Intraclass-correlation, Pearson correlation and linear regression were calculated.
Results:
All exams demonstrated substantial judge inter-rater reliability using the Angoff procedure (0.65-0.82). Item difficulty predicted by the expert panels showed significant positive correlations with the item difficulty by candidate results (0.69-0.77). Candidates who did not meet the requirements for pass mark in the theoretical test revealed a significantly reduced performance overall in professional qualifications (i.e., learning outcomes) and reduced performance within dental disciplines.
Conclusions:
The results indicate that a modified Angoff method is a feasible, simple, and defensible method for setting the pass mark for the theoretical examinations. The standard setting appears to differentiate candidates who do not meet the requirements of the professional qualifications of the dental degree. Adjustments could be undertaken to further discriminate for competence within single dental disciplines.
... Specifically, Miller's Pyramid of competence levels of 'Knows' and 'Knows How', to 'Shows How' in the final Topic on treatment planning (Miller, 1990). Quiz questions allowed formative assessment throughout the module, utilising written short-answer questions and multiple-choice questions which are considered appropriate in this setting (Shumway and Harden, 2003;Albino et al., 2009;Williams et al., 2016). ...
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The transition to online learning is an accepted and anticipated change across all higher education institutions. These changes have become even more relevant to healthcare education given the challenges posed by COVID19. This paper describes the application of the Cambridge Education Group Pedagogic Framework (2018) to online dental education, specifically the conversion of a face-to-face ‘Transition to Clinical Practice’ module in paediatric dentistry. The framework has a foundation in medical education and holds great value for clinical academics across all healthcare disciplines in the design and implementation of online teaching. This affords educators much needed structure and assistance in meeting the needs of our students in this era of online learning. The advantages and disadvantages are explored, illustrated by student feedback, following a pilot implementation at a Dental School in the United Kingdom.
... Although Miller suggests that the "know how" level corresponds to "competent", it is not clear whether this would be conscious or unconscious competence. Nevertheless, the hierarchy is widely used for the assessment of competence for vets [3] and dentists [26], amongst others. ...
We distinguish between cognitive competence, captured in Bloom et al.'s cognitive taxonomy, and operational competence, expressed in Simpson's hierarchy. We argue that the skills gap observed by employers can be addressed by designing computing degrees that focus on developing competence rather than on knowledge.
... The methods have been chosen to map specifically to the 4 new domains, above, and should be considered in parallel with the benchmarking process that educators and institutions employ locally. The document is by no means prescriptive, given the tremendous volume of original and reviewed literature that already exists describing general and medical approaches to teaching, learning and assessment (Williams et al 2015, Huggett & Jeffries 2014, Harden et al 2017). However, times are changing in terms of how we engage with educators and students – with a growing emphasis on Professionalism, and Fitness to Practice. ...
... MCQs are a way of asking students to select the correct (or most appropriate) answer from a list of options. They are an objective and efficient way of administering a test (Williams 2015). As students' progress through their studies, it is appropriate to begin to implement tests/assessments which focus on the ability to evaluate information. ...
... Whilst reliability is low, and the risk of examiner bias is high, oral examinations have utility in authenticating a student's ownership of a case (Williams 2015). The format involves the student being questioned by one or more examiners in relation to a predefined context (usually a seen/unseen patient). ...
This chapter investigates scientometric analysis of teaching geriatric dentistry in institutions of higher education. The analysis is divided into two components: research on geriatric dentistry and research on teaching geriatric dentistry. The study used Scopus to retrieve published studies on these themes using "geriatric AND dentistry OR teaching" or "geriatric AND dentistry OR education" with 22,707 results. Similarly, the search terms used for the second strand are "teaching AND geriatric AND dentistry" or "education AND geriatric AND dentistry," which gave 516 documents. It was found that a number of authors stand out prominently based on the combination of the number of publications and their citation impact. Many
