The reproducibility of the assessment of restorations by dental students and their teachers.
Department of Restorative Dentistry, School of Dentistry, Queen's University, Belfast, Northern Ireland.Journal of dental education (Impact Factor: 0.99). 11/1988; 52(10):568-70.
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ABSTRACT: This study was designed to test the ability of a virtual reality dental simulator to predict the performance of students in a traditional operative dentistry manikin course. Twenty-six dental students were pre-tested on the simulator, prior to the course. They were briefly instructed and asked to prepare 12 class I cavities which were automatically graded by the simulator. The instructors in the manikin course that followed were unaware of the students' performances in the simulator pre-test. The scores achieved by each student in the last six simulator cavities were compared to their final comprehensive grades in the manikin course. Class standing of the students in the simulator pre-test positively correlated with their achievements in the manikin course with a correlation coefficient of 0.49 (P = 0.012). Eighty-nine percent of the students in the lower third of the class in the pre-test remained in the low performing half of the class in the manikin course. These results indicate that testing students in a dental simulator, prior to a manikin course, may be an efficient way to allow early identification of those who are likely to perform poorly. This in turn could enable early allocation of personal tutors to these students in order to improve their chances of success.European Journal Of Dental Education 12/2003; 7(4):160-3. · 1.01 Impact Factor
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ABSTRACT: The aim of this study was to compare the grades awarded by two experienced assessors with peer-assessment marks and measurements from a digital scanning device (Prepassistant; KaVo, Biberach, Germany), for full gold crown preparations completed in a pre-clinical operative skills course on typodont teeth. Seventy-eight preparations on typodont teeth were randomised and assessed by all three methods. Agreement was measured using weighted kappa statistics, and mean rank scores given by the Friedman test. The highest agreement was seen between the experienced assessors (0.38), closely followed by peer assessment and experienced assessor agreement (0.36, 0.29). Despite this, the results indicate poor levels of agreement. No agreement was seen between any of the assessment methods when compared to the digital scanning device. The findings of this study could be related to the difficulty of calculating a single grade from the output of the device, in addition to the inability of the machine to assess all the factors necessary for an acceptable preparation. From this study, it can be concluded that this device is not suitable for calculating grades when used in isolation. Further research could explore the role of the Prepassistant in providing student feedback, its potential to enhance the learning experience and the subsequent effect on performance.European Journal Of Dental Education 02/2013; 17(1):e16-21. · 1.01 Impact Factor
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