Assessing Dental Students’ Competence: Best Practice Recommendations in the Performance Assessment Literature and Investigation of Current Practices in Predoctoral Dental Education

American Indian/Alaska Native Programs, School of Dental Medicine, Colorado School of Public Health, University of Colorado, Denver, Anschutz Medical Campus, Mail Stop F800, P.O. Box 6508, Aurora, CO 80045, USA.
Journal of dental education (Impact Factor: 0.97). 01/2009; 72(12):1405-35.
Source: PubMed

ABSTRACT In this article, the Task Force on Student Outcomes Assessment of the American Dental Education Association's Commission on Change and Innovation in Dental Education describes the current status of student outcomes assessment in U.S. dental education. This review is divided into six sections. The first summarizes the literature on assessment of dental students' performance. Section two discusses catalysts, with a focus on problem-based learning, for development of new assessment methods, while the third section presents several resources and guides that can be used to inform selection of assessment techniques for various domains of competence. The fourth section describes the methodology and results of a 2008 survey of current assessment practices in U.S. dental schools. In the fifth section, findings from this survey are discussed within the context of competency-based education, the educational model for the predoctoral curriculum endorsed by the American Dental Education Association and prescribed by the Commission on Dental Accreditation. The article concludes with a summary of assessments recommended as optimal strategies to measure three components of professional competence based on the triangulation model. The survey of assessment practices in predoctoral education was completed by 931 course directors, representing 45 percent of course directors nationwide, from fifty-three of the fifty-six U.S. dental schools. Survey findings indicate that five traditional mainstays of student performance evaluation-multiple-choice testing, lab practicals, daily grades, clinical competency exams, and procedural requirements-still comprise the primary assessment tools in dental education. The survey revealed that a group of newer assessment techniques, although frequently identified as best practices in the literature and commonly used in other areas of health professions education, are rarely employed in predoctoral dental education.

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Available from: William D Hendricson, Sep 26, 2015
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    • "The clinic set-up is the usual location for obtaining most of these records, primarily from the patient and recorded by the clinician. The nature of dental education, which specifies a considerable amount of hands-on by the undergraduate students as a prerequisite of their training, has been noted as peculiar to the profession.8,14 The quality of training that these undergraduate students receive, therefore, will likely have a snow-balling effect on the quality of their practice as dentists later on. "
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    ABSTRACT: Background: Recording the interaction between a patient and the dentist is of primary importance in dental practice. The completeness of recordings of undergraduate students, often inadequate, has been found to subsequently impact on the quality of dental care offered by professionals. Once identified, correcting the inadequacies has also been shown to improve the quality of dental practice. Objective: We aimed to evaluate the quality of records keeping by dental students in Ibadan, Nigeria. Method: A retrospective review of records of patients seen by dental students, at the clinics of the dental school in Ibadan, Nigeria, over a six months period was conducted. The charts were reviewed for: demographic data, medical and dental history, clinical findings, diagnosis, treatment plan and note on informed consent. Assessment of the quality of data obtained was done using a modified CRABEL’s scoring system. Results: A total of 318 case files were retrieved for this study. The median modified CRABEL score was 95%, with a range of 65 to 95%. Eighty-two recordings (25.2%) had a score < 90%, while 236 recordings (74.2%) had a score ≥ 90%. The most frequently unrecorded data was written consent in all the charts, followed by procedure done with the documentation absent in 20.4%. All the supervisors signed at the end of the consultation. Conclusion: The quality of records keeping by dental undergraduates is fair but there is a need to emphasize deficient areas and improve upon the quality of record keeping.
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    Journal of Interprofessional Care 04/2010; 24(4):412-21. DOI:10.3109/13561820903373210 · 1.40 Impact Factor
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    ABSTRACT: The aim of this study is to argue for alternative assessment methods (i.e. concept map) considering the changes in demography in higher education. In the case of school of dentistry, for example, there is an urgent call for a catalyst for new assessment methods in dental education in view of the drive to comprehensively assess professional competence to cater to the current work requirement; this quantitative study compared two different approaches to assessment following a first‐year undergraduate course for dental and hygiene and therapy students. The assessment methods compared were multiple‐choice questions and concept mapping. The data suggest that concept mapping can be appropriate for non‐traditional students (i.e. adult learners), particularly those who already have professional experience in related practice. This is because concept mapping allows learners to locate their new knowledge in a broader social and experiential frame. The implications are discussed.
    Assessment & Evaluation in Higher Education 08/2010; 35(5-5):577-595. DOI:10.1080/02602931003782525 · 0.84 Impact Factor
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