Table 2 - uploaded by Laith Mahmoud Abdulhadi AL-SAMAWI
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The difference between the means of 6 serial MTs (yellow highlight represent significant difference). The last raw (in blue) represents the difference between the mean of MTs and the FSTs
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Serial mini-tests or modified short exams have been used in a new trail for two objectives; - to act as
alternative assessment and monitoring tools for revealing detailed progress of learning outcome of
student (individual or as group) in prosthetic dentistry. Besides; its benefit use as a predictor of the
students’ performance before the final sum...
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Citations
... An assessment is designed to evaluate the level of achievement of knowledge, behaviors or skills of students. They can be used to facilitate learning and provide information to the student about their performance in addition to formal recognition of attainment of knowledge or skills [4]. Assessments are usually the main focus for students, and the driving force for them to engage in the learning process. ...
... Formative assessments are used as more of a diagnostic tool to provide feedback about the student's progression, which can be reflected upon in order to make any required improvements. Formative assessments are usually not used for formal recognition, but to aid the learning process [4].In prosthetic dentistry, the assessment of practical skill is done using direct observation of procedures skills (DOPS) in accordance with the listed requirements of dental qualification agency (DQA). This tool assesses the procedural skill necessary to provide good clinical care as a part of workplace based assessment component of dental degree program. ...
Practical skill is basically the knowledge required to perform a task. Technical knowledge is normally taught by teachers. While practical skills are absorbed from community, environment through experience. In prosthetic dentistry, the assessment of practical skill is done using direct observation of procedures skills (DOPS) in accordance with the listed requirements of dental qualification agency (DQA). This tool assesses the procedural skill necessary to provide good clinical care as a part of workplace based assessment component of dental degree program. To achieve high competency level, the practical experience is needed to enhance the skill and find new approach to do the same skill in short time. The aim of this study was to analyze the outcomes of 4 examiners assessments during the competency test procedures (technical knowledge assessment for year 4 dental degree program). The clinical and laboratory competency tests outcomes of 28 students (year 4 dental degree program) were used for this experiment. The exams included selected laboratory and clinical technical knowledge for removable partial denture construction and complete denture clinical procedures. A checklist was approved for the assessment and the examiners were briefed and provided by a copy to mark one by one skill during the assessment sessions. Four examiners (two with long experience and the others were newly joined as lecturers) were shared the assessment. Data were analyzed using SPSS version 17.0. Descriptive analysis, paired-t test, and Pearson correlation were considered significant at ρ< 0.05 and ρ<0.001). Records were normally distributed for both clinical and laboratory technical knowledge. Generally, high reliability was estimated between the two examiners of lab work except that some steps of the test showed different examiners' opinion. The assessments of the clinical part by the experienced examiners were highly correlated and no difference was found. Evaluation of student practical knowledge should not be underestimated. Detailed information can be collected after the assessment regarding the student deficient areas that should be reinforced by extra training. Detailed subsections of the technical and practical assessments are important to enhance standardization and reduce assessment bias. In addition, the analysis revealed clearly the practical knowledge weak areas as well.
... Thirdly, the examiners have the freedom to raise any question in the exam, and the students can expect to face them too. The students were asked to be ready for a mini test [10] without telling them the exam mode. The lecturers prepared short essay questions based on the designing concept ( Bioprotective theory of RPD design). ...
... Serial mini tests were practiced at the end of some related lectures to assess the student progress and to make them more vigilant to study [10 ]. ...
... Depending on the progress of the student outcome and the subject difficulty, multiple teaching methods when performed sequentially increases the student performance outcome and the desire to learn more and eliminates the feeling of monotone due to the environment created. Mini tests offer excellent tools to assess the progress of the students one by one and signal the weak areas as well as students [10]. However, in this research we only used the initial and final summative result of the students' assessments to reveal the difference. ...
Teaching and assessing removable partial dentures’ learning outcome are continuous mission in our
carrier as prosthodontists using variable techniques. Partially edentulous patients represent wide
range of everyday peoples attending health centers seeking for dental service. Previous studies on
partial rehabilitation service as offered by dentists showed reduced patients’ satisfaction. This
disappointing reaction may reflect modest to low skill in management. Consequently, enhancement of
service in dental health sector should be activated mainly at the teaching institution that produces and
trains the future dentists or health workers. The graduates’ proficiency is the resultant of complicated
factors including the team teaching capability to update their knowledge, teaching skill, and to be
opened for new concepts and opinions. The objective of this study was to use multiple techniques for
teaching new partial denture designing concept and then to assess the students’ competency using
basic knowledge and removable partial denture design as the main testing subjects. Methodology,
blended-teaching techniques were applied to 70 students in year 4, and year 5 dental degree
program. It included 4 hours of theoretic lessons related to treatment planning and designing the
removable partial denture and 6 hours of practical clinical training. The students were taught using
multiple teaching models collectively or in small groups. Interactive teaching, collaborative case
design, patient case study and simulation, small group discussion, and more were introduced in the
lessons as a daily practice. The students were assessed at the beginning before starting the session
and at the end of the teaching module. Results showed clear amelioration in treatment planning and
removable partial denture design.
