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Miller's Pyramid of Professional Competence with examples of assessment techniques used in medical education Source: Reproduced with permission from Miller GE. Assessment of clinical skills/competence/performance. Acad Med 1990;9:63–7.
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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 den...
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Citations
... Assessment is an essential component of the educational experience, serving as the main motivator for student learning and providing a means to evaluate learning extent and quality in higher education. [1] It identifies students' strengths, weaknesses, abilities, affective processes, and professional values, indicating the competency of dentistry practice. [2] Conventionally, faculty members have been responsible for assessing student performance in preclinical and clinical skills programs. ...
Introduction
This study investigated the agreement between students’ self-assessment or peer assessment and faculty assessment of the quality of root canal treatment (RCT) performed during preclinical and clinical endodontic courses.
Materials and Methods
This cross-sectional study enrolled 23 4 th -year students and a faculty member from the University of Medical Sciences and Technology, Sudan. The radiographic technical quality of RCTs performed during preclinical and clinical endodontic courses was evaluated by the students themselves, their peers, and faculty members in terms of the obturation length, shape, and density. Paired Student’s t -test was used to compare self-peer and faculty assessments. P < 0.05 was considered indicative of statistical significance.
Results
No statistically significant differences were observed among the three assessment groups in terms of the quality of RCTs performed during the preclinical course. However, statistically significant differences were observed between self- and peer assessments ( P = 0.014), and between self- and faculty assessments ( P = 0.005), which may be attributable to lower confidence among students when working on real patients, leading to lower self-assessment scores.
Conclusion
Significant differences were observed between self- and peer assessments and faculty assessments in the quality of RCT performed during the clinical course, with students underrating their performance. Formative assessment of learning rather than summative assessment, during endodontic courses, is recommended at the end of academic year.
... The graduate student must possess the complex ability of capacity to begin independently and unsupervised in dental practice [7,8]. Dental graduates should be efficient in the basic clinical skill of tooth extraction. ...
Introduction: To evaluate undergraduate students' clinical ability to extract teeth, we created a new, coordinated, and quantitative assessment form containing nine items that were required to measure the various skills, using the visual analog scale. Materials and Methods: A pilot study was performed with 30 students, each of whom was rated by three examiners. In addition, 118 students (59 fourth-year and 59 fifth-year) were reviewed halfway through the year and at their final examinations. The assessment form was then used to evaluate students' abilities for tooth extraction throughout the academic year 2022-2023. Results: High inter-examiner reliability and a significant association of mean scores (p<0.001) between three examiners at the beginning and final of the block for both 4th and 5th students. Both groups showed considerable improvement in their mean scores between the beginning and final examinations. The result shows the association between socio-demographic characteristics of patients treated by fourth and fifth-stage students, (52.54% and 54.24%) of the participants were males in fourth and fifth-stage students respectively. At the same time (47.46% and 45.76%) of the participants were females in fourth and fifth stage students respectively. The age of majority of the participants was more than 30 years old, representing (76.27%), and only (10.17%) were between 25-30 years in fourth stage students, and (8.47%) were between 25-30 years in fifth stage students. Conclusion: The use of a newly developed assessment scale during tooth extraction offered an objective, standardized, and feasible method for the assessment of clinical skills of undergraduate students for both formative and summative purposes.
... Nowadays, education revolves more around encouraging students to awaken their curiosity and desire to learn. 2 Especially in the last 20 years, more emphasis has been placed in dental education on the need to learn critical thinking, problemsolving, and self-directed assessment strategies necessary for professional practice. [3][4][5][6][7] Incorporating multiple intelligences theory into learning and teaching strategies can lead to innovative teaching models that address different learning styles and preferences. 8 Adopting the perspective that learners may have different types of intelligence can make significant contributions to educational reform by adapting teaching methods to appeal to different intelligences. ...
Objectives
This study aims to compare the effectiveness of the layered curriculum method (LCM) and project‐based learning method (PBLM), on dental students in the evaluation of cysts and tumors affecting the jaws and surrounding tissues, which have an important place in dental practice.
Methods
Forty‐nine 3rd‐year dental students who agreed to participate in the study voluntarily were randomly divided into two groups: LCM and PBLM. Pre‐test was administered to all students. Students in the PBLM group were divided into five groups and each group was asked to complete a project within a 5‐week period and present it to their groupmates at the end of the period. Students in the LCM group were asked to choose the activities most suitable for their learning styles at each layer and to progress by being evaluated by educators in brief interviews throughout the learning process. At the end of the 5‐week training period, a post‐test and a post‐participation questionnaire were administered to students in both groups to obtain feedback. The pre‐test and post‐test results of the groups and their answers to the post‐participation questionnaire were analyzed statistically.
Results
Post‐test results were statistically higher than pre‐test results in both LCM and PBLM groups ( p < 0.001). When the LCM and PBLM groups were compared, there was no statistically significant difference in terms of pre‐test and post‐test results ( p > 0.05).
Conclusion
Both PBLM and LCM positively contributed to pre‐graduate dental education by enhancing students' academic achievements. Students in both groups stated that their research skills, study habits, and learning motivation increased. Since both models adopt the theory of multiple intelligences, similar methods are recommended for inclusion in dental education.
... 26,30,37 Different summative assessments impact differently on student learning; besides the written papers (face-to-face or even online), testing students' clinical knowledge and skills was modified from a slideshow to station-based OSCEs to the current one-station OSCE with all questions placed at this station and where students determine time spent per question. [38][39][40] Slideshow OSCEs were initially a way of revising knowledge, but these are more difficult to align to reality, thus the move to station-based OSCEs. 39 For all clinical years for example, these stationbased OSCEs are adjusted to the appropriate levels underpinned by sound educational principles such as blueprinting, Miller's pyramid and questions framed according to Bloom's taxonomy. ...
... 39 For all clinical years for example, these stationbased OSCEs are adjusted to the appropriate levels underpinned by sound educational principles such as blueprinting, Miller's pyramid and questions framed according to Bloom's taxonomy. 28,29,31,[38][39][40] These station-based OSCEs, including the modified type, are well planned and in collaboration with the Department of Prosthetic Dentistry. More importantly, with these types of OSCEs, several factors need to be considered to ensure success with a positive impact on student learning. ...
... 12,39 For this paper, all the assessments used in the department in the clinical years over the last 5 years were reviewed and measured for appropriateness against acceptable guidelines by global standards and examples. 38 This has never been done directly before, though several changes and modifications to the assessment methods have been instituted over the last 5 years. These were based on students' feedback following annual module evaluations, colleagues, external examiners, and the health professions council review committees. ...
Reflective practice is viewed as a theoretical and pedagogical concept in higher education having several diverse approaches and interpretations. The most important aspect of reflective practice is that it is a necessary quality assurance aspect of higher education which should occur recurrently and at different stages of the program. It usually entails an evaluation of advanced instructions which has become the norm in an educational setting, in order to improve the learning outcomes. Reflective practice must therefore be seen as a tool which allows continuous improvement, modifications, and changes to educational approaches, which include theoretical and clinical assessment strategies. Academics in prosthetic dentistry at a research‐led university reflected on their current assessment strategies used in the senior undergraduate dental program as part of a quality assurance process and its global comparability. This paper aims to share and explain the importance of reviewing assessment strategies in higher education, especially in such a clinical program using reflective practice as a framework. Different assessment strategies used over a 5‐year period are explored and their different structures, expectations, and appropriateness for a clinical program are reported from the literature. The concerns were addressed in a cyclical manner within this framework, and Blooms and blueprinting implemented where appropriate. We conclude that without a validated definition and framework for regular reflective practices, and guidelines to modify the included assessment strategies, the quality assurance within a competency‐based dental program may be compromised.
... Survey-based studies involving the attitudes of assistant physicians in the clinical environment are available both in the Faculty of Medicine and in the field of Dentistry. [3][4][5] Evidence-based work for graduate dentists will only be possible if they are employed based on evidence during their clinical practices during undergraduate education. 6,7 At the same time, teaching activities continue outside the clinic. ...
Aim: Our study aims to contribute to the literature by self-evaluating Dentists who graduated from different universities in our country, in the departments where they currently receive specialization training on Communication, Adaptation Skills, Information Management, Thinking and Problem Solving, and Professionalism. Methods: Research assistants who received specialist training in 8 departments of Tokat Gaziosmanpaşa University Faculty of Dentistry and who had not completed the first year of their education were included in the study. Participants were asked to participate in a ten-question survey on an entirely voluntary basis. When comparing the means of quantitative variables between groups, the Significance of the Difference Between Two Means test was used. Cross-tabulations and chi-square tests were used to evaluate whether there was a relationship between qualitative variables. p values were considered statistically significant when calculated to be less than 0.05. Results: According to the results obtained from our study, 78% of the speciality students reported that they thought that the clinical practice training they received during their student years was sufficient to educate clinical students, and 87.8% reported that they did not have communication problems with clinical practice students. While the answer to the question "The treatment planning I make in my clinical practice is compatible with the faculty member's planning" was 95.1% agree, 51.2% of the participants answered that they agreed with the question "I feel competent enough to solve any problem I encounter in clinical practice on my own." Conclusion: All participants are eager to learn different treatment methods related to the cases they encounter in clinical practice. Likewise, the vast majority reported that they were willing to develop new tools and techniques for use in clinical practice. This situation is promising for the future of our profession. Keywords: Dental Specialty Student; Dentistry Clinical Practice Training; Teamwork.
... Allowing knowledge building to become static is one of the errors of the old teaching/learning model (Albino et al., 2008;Sandars, 2009). It is therefore necessary to rethink this process and reorient the goals of education and formative philosophy to reorganize the processes of teaching, learning, and evaluation. ...
... In light of these transformations in the teaching/learning process, the use of the portfolio has gained ground in higher education courses in the health field throughout the world (Goldie et al., 2007;Vernazza et al., 2011;Wakimoto;Lewis, 2014;Walton;Alelsejuniene, 2016). This is an active method in which students can monitor and reflect on their personal development through the collection of evidence that they have constructed themselves in the form of documents, personal experiences, classroom experiences, papers, selfevaluations with continual critical-reflexive analysis and connections with day-today issues (Albino et al., 2008;Goldie et al., 2007). ...
The use of portfolios in academic activities is used to document and reflect on learning. They allow for the organization of work, the assessment of progress and the demonstration of skills. Thus, encouraging self-assessment becomes a valuable tool for both students and educators. Therefore, this study aimed to investigate the perception of students of the dentistry course at a private university in southern Brazil regarding the use of the portfolio as a teaching/learning strategy. An exploratory, descriptive case study with a qualitative approach was conducted with a convenience sample of fourth semester dental students. A semi-structured interview was held with each participant individually. The answers were recorded and subsequently transcribed. The data were submitted to the content analysis method proposed by Bardin. The sample was composed of seven students (six women and one man). The mean age was 24 years old. The aspects perceived as the most influential in the construction of the portfolio were the importance of the professor guiding the work and motivating the students, the subjectivity of the process, which depends on the individual characteristics of each student, and the importance of sharing ideas with classmates. The method was considered challenging, as it demands self-expression and the capacity for critical, reflexive thought. All students discussed the potentialities of the method. Despite being considered a challenging method, the portfolio proved to be an effective teaching/learning strategy. The use of this method encouraged the search for knowledge in a continual, holistic process that better prepared the students for evaluations.
... 1 In the ever-changing field of dental education, assessment methods remain a topic of perennial interest and inquiry. 2,3 Among the array of assessment tools, written assessments maintain their widespread popularity, primarily owing to their ability to gauge critical aspects of the dental student's knowledge base that might not be as effectively examined through practical assessments. 2,3 Furthermore, the logistical ease of organizing and conducting written assessments, 1 demanding nothing more than pen and paper or digital tools, a suitable venue, question developers, and remote markers, makes them an attractive option. ...
... 2,3 Among the array of assessment tools, written assessments maintain their widespread popularity, primarily owing to their ability to gauge critical aspects of the dental student's knowledge base that might not be as effectively examined through practical assessments. 2,3 Furthermore, the logistical ease of organizing and conducting written assessments, 1 demanding nothing more than pen and paper or digital tools, a suitable venue, question developers, and remote markers, makes them an attractive option. 4 Broadly, written assessments in dental education can be categorized into two primary formats, namely constructed and selected responses. ...
... The MCQ format is widely used, 6,7 where students select the appropriate answer from a provided list of options rather than crafting an answer independently. 3 There are variations of MCQs such as extended matching questions (EMQs), single best answer, or single correct answer (SCA) questions. 8 Despite sharing the common aim of evaluating students' comprehension, both EMQ and SCA stand as contrasting pillars in the terrain of dental assessment. ...
Purpose
The present study aims to evaluate students' perceptions of different types of written assessment within the context of dental materials science and to identify how various learning styles exhibited by dental students, as well as gender and ethnicity, may influence their perceptions of these assessment methods.
Methods
The study was conducted among second‐year dental students in a dental materials science class, during which students participated in a mock assessment that included extended matching questions (EMQs) and single correct answer (SCA) questions. An online questionnaire comprising three sections: demographic information, Honey and Mumford's Learning Styles Questionnaire, and 15 closed‐ended questionnaire items employing a 5‐point Likert scale were administered to assess students' perceptions of the assessment methods. Statistical analyses were conducted using the Kruskal‐Wallis test, Mann‐Whitney U test, and a post‐hoc Bonferroni test.
Results
All 70 students participated in the study with the majority being female, Chinese, and activist learners. Median total scores among various learning styles, gender, and ethnicity did not exhibit significant differences. Analysis of individual questionnaire items revealed mixed perceptions regarding EMQs. Reflectors generally held more positive perceptions of EMQs, while theorists showed the lowest total median scores toward EMQs. Most students did not prefer EMQs over SCAs, and some students expressed confusion about EMQs, especially those with a theorist learning style.
Conclusion
Although students generally showed good perceptions towards these assessment methods, further research is needed to better understand the interplay of learning styles, assessment preferences, and educational outcomes in dental education.
... From this basic analysis, it is clear, consistent with expectations from the literature (e.g., [19]), that more than 80% of included studies were in health science contexts (e.g., medicine, nursing, dentistry). As a broad context, learning in the health sciences has been found to focus mostly on lower-level cognitive processes, such as learning facts and procedures (e.g., Medicine: [20][21][22]; Nursing: [23]; Dentistry: [24,25]), as typically revealed using the lens of Bloom's [26] taxonomy of cognitive learning objectives; Bloom's objectives have been categorized as remember, understand, apply, analyze, evaluate, and create, in order of cognitive complexity from those requiring lower to higher levels of cognitive processing [27,28]. For example, approximately half (49%) of included studies were classified in the learning domain of 'medicine', an area of study long known for its 'persistent focus' on learning 'factual minutiae' ( [20], p.1343). ...
The use of video in education has become ubiquitous as technological developments have markedly improved the ability and facility to create, deliver, and view videos. The concomitant pedagogical transformation has created a sense of urgency regarding how video may be used to advance learning. Initial reviews have suggested only limited potential for the use of video in higher education. More recently, a systematic review of studies on the effect of video use on learning in higher education, published in the journal Review of Educational Research, found, overall, effects to be positive. In the present paper, we critique this study. We reveal significant gaps in the study methodology and write-up and use a cognitive processing lens to critically assess and re-analyse study data. We found the results of this study to be only applicable to learning requiring lower-level cognitive processing and conclude, consistent with prior research, that claims of a universal benefit are not yet warranted.
... It aims to prepare dental students to become independent, reflective practitioners who deliver quality patient care (2). The programme aims at organizing the graduates' attributes around a wide range of competencies that include evidencebased knowledge, critical thinking, problem-solving, procedural skills, ethical values, and professionalism (3,4). It also emphasizes student-centered learning and provides a design-down framework based on attainable learning objectives that drive the pedagogy/instructions reflected in an authentic assessment (5,6). ...
... The final summative assessment, or the professional examination, is usually a combination of written and performance-based formats that aim to measure the different facets of competencies in alignment with the course goals as per the Malaysian Dental Council guidelines (3). Written assessments that entail 60% of the final grades have long prevailed in assessments to capture the cognitive domains of Bloom's Taxonomy that may span from knowledge recall to evaluation or capture the "knows and knows-how" of Miller's pyramid of competency (4,7,8). Among other formats, multiple choice questions (MCQ) is the most sought-after design for these forms of assessments. ...
... Based on this knowledge, the future dentist should master skills that include preventing, diagnosing and treating diseases of the teeth, oral cavity and surrounding anatomical structures. 2 During dental education, "hard" and "soft" skills are developed and acquired so that future dentists can work independently. Although they represent different aspects of skills, both categories are equally important. ...
... Ergonomic work principles 3.39 (1.16)|3 [3][4] 3.09 (1.13)|3 [2][3][4] .004* Selection and application of local anaesthetics 3.94 (0.90)|4 [3][4][5] 4.18 (0.83)|4 [4][5] .005* ...
... Management of medical records 2.62 (1.30)|2 [2][3][4] 2.74 (1.33)|3 [2][3][4] .312 ...
Introduction: The study aimed to determine satisfaction level with the quality of education among dental students and dentists in Croatia based on the acquired knowledge and clinical and soft skills.
Materials and methods: An online cross-sectional survey was conducted among 533 dentists and dental students. The questionnaire consisted of four sections with closed-ended questions. The first section included personal and professional data, whereas the second to fourth sections assessed satisfaction with learned basic dental, professional technical or clinal and interpersonal social or soft skills on a 5-point Likert scale. The data were analysed using the Mann-Whitney U-test and linear regression analysis. The significance level was set at .05.
Results: When comparing satisfaction scores between dentists and dental students in terms of basic dental knowledge and skills learned, students showed higher satisfaction scores for the categories of "Emergency Medical Situations" (p = .005) and "Ergonomic Principles of Work" (p = .004). Dentists, on the other hand, showed higher satisfaction for the categories "Selection and use of local anaesthetics and local antibiotics" (p = .005, p = .026; respectively). For the type of technical skills from the different areas of dentistry, dentists were most satisfied with "Oral Surgery" (4.26 ± 0.85), while students were most satisfied with "Oral Medicine" (4.29 ± 0.89). Finally, when comparing satisfaction scores with social skills, dentists had lower satisfaction scores in all categories studied (p ≤ .05).
Conclusion: Dental students showed higher overall satisfaction than dentists. The most significant satisfaction was expressed in technical skills learned, and the most considerable dissatisfaction was recorded in the unmeasurable skills category focused on "Career management".
