Evaluation of a workplace assessment method designed to improve self-assessment in operative dentistry: a quasi-experiment

BMC Medical Education

Research

Khaled Alhomsi¹  Kamal Ybrode²  Hussam Milly²  Hussam Hassan³  Salam Abohajar⁴  Khattab Mustafa⁵  Issam Jamous⁶  Ghaith Alfakhry⁷  Bashar Jazayerli⁸ 

[1] Department of Biomedical Sciences, Al-Sham Private University, Damascus, Syria;Department of Endodontics and Operative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria;Department of Periodontology, Faculty of Dental Medicine, Damascus University, Damascus, Syria;Faculty of Dental Medicine, Damascus University, Damascus, Syria;Department of Fixed Prosthodontics, Faculty of Dental Medicine, Damascus University, Damascus, Syria;Program of Medical Education, Syrian Virtual University, Damascus, Syria;Department of Endodontics and Operative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria;Program of Medical Education, Syrian Virtual University, Damascus, Syria;Department of Fixed Prosthodontics, Faculty of Dental Medicine, Damascus University, Damascus, Syria;Program of Medical Education, Syrian Virtual University, Damascus, Syria;Education Quality and Scientific Research Office, Al-Sham Private University, Baramekeh, City Center, Damascus Governorate, Syria;Faculty of Dental Medicine, Damascus University, Damascus, Syria;Program of Medical Education, Syrian Virtual University, Damascus, Syria;Faculty of Dental Medicine, Damascus University, Damascus, Syria;

关键词: Dental education;    Self-assessment;    Undergraduate;    Self-regulated learning;    Continuous learning;    Workplace assessment;    Clinical operative dentistry;    Direct observation of procedural skills;    Self DOPS;    DOPS;   

DOI  :  10.1186/s12909-023-04474-z

 received in 2023-01-26, accepted in 2023-06-24,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundDental education has placed continued emphasis on self-regulated learning (SRL) and its subprocess, self-assessment. This study set out to evaluate the effectiveness of a novel workplace assessment method in developing trainees’ self-assessment of operative procedures.MethodsA Direct Observation of Procedural Skills (DOPS) form was modified for the use and measurement of self-assessment. Participants were trained on how to conduct self-assessment using the designed assessment form and its grading rubric. Feedback and feedforward sessions were given to address self-assessment and performance issues. A P-value less than 0.10 was considered significant and the confidence level was set at 90%.ResultsThirty-two Year 5 dental students with an age mean of 22.45 (SD = 0.8) completed five self DOPS encounters during the clinical operative dentistry module in 2022. The aggregated total deviation (absolute difference) between self-assessment and teacher assessment decreased consistently in the five assessment encounters with a significant mean difference and a medium effect size (P = 0.064, partial Eta squared = 0.069). Participants’ self-assessment accuracy differed from one skill to another and their ability to identify areas of improvement as perceived by teachers improved significantly (P = 0.011, partial Eta squared = 0.099). Participants’ attitudes towards the assessment method were positive.ConclusionsThe findings suggest that the self DOPS method was effective in developing participants’ ability to self-assess. Future research should explore the effectiveness of this assessment method in a wider range of clinical procedures.

【 授权许可】

CC BY   
© The Author(s) 2023

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