The Relationship Between Dental Students' Assessment Ability and Preclinical and Academic Performance in Operative Dentistry.
The Relationship Between Dental Students' Assessment Ability and Preclinical and Academic Performance in Operative Dentistry.
复制标题
牙科学生评估能力与牙科手术临床前和学术表现之间的关系。
DOI：
10.1002/j.0022-0337.2017.81.3.tb06276.x
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发表时间：
2017
影响因子：
2.3
通讯作者：
H. Ohyama
中科院分区：
文献类型：
--
作者：
Cliff Lee;Sheetal R Asher;S. Chutinan;G. Gallucci;H. Ohyama
自我评估是卫生保健专业人员的一项关键技能。因为这些专业人士必须是终身的、自我指导的学习者和自我调节的实践者，自我评估的能力对他们来说是必不可少的。本研究的目的是测量牙科学生如何自我评估和同行评估他们在临床前手术过程中的表现，并评估他们的评估能力与临床前技能或学业成绩之间的关系。该研究于2015年至2016年进行。哈佛大学牙科医学院的三年级学生在四项临床前实践考试中自我评估他们的工作：第二类汞合金制备、第二类汞合金修复、第三类复合材料制备和第三类复合材料修复。三位教员对同样的准备工作和修复工作进行了评分。学生自我评估与教师平均评估之间的差异计算为学生-教师（S-F）差距。用差值的绝对值计算绝对S-F间隙。共有71名学生完成了这些实践考试：2016届36名，2017届35名。四门实践考试的71份自评均被收集，答复率为100%。结果表明，平均S-F差距为2% ~ 8%，绝对S-F差距为7% ~ 12%。临床前表现与自我评估准确性相关。与班上其他学生相比，表现不佳的学生明显高估了他们的自我评估。表现优异的学生有更准确的自我评估，并倾向于低估自己。总的来说，这些结果表明学生自我评估的准确性还有提高的空间。
Self-assessment is a critical skill for health care professionals. Because these professionals must be lifelong, self-directed learners and self-regulating practitioners, the ability to self-assess is essential for them. The aims of this study were to measure how dental students self-assessed and peer-assessed their performance in preclinical operative procedures and to evaluate any relationship between their assessment ability and preclinical skills or academic performance. The study was conducted from 2015 to 2016. Third-year students at Harvard School of Dental Medicine self-assessed their work on four preclinical practical exams: Class II amalgam preparation, Class II amalgam restoration, Class III composite preparation, and Class III composite restoration. Three faculty members graded the same preparations and restorations. The difference between the students' self-assessment and the mean faculty assessment was calculated as the student-faculty (S-F) gap. An absolute S-F gap was also calculated with absolute values of differences. A total of 71 students completed these practical exams: 36 in the Class of 2016 and 35 in the Class of 2017. All 71 self-assessments for each of the four practical exams were collected for a response rate of 100%. The results showed that the mean S-F gap ranged from 2% to 8%, and the absolute S-F gap ranged from 7% to 12%. Preclinical performance was correlated with self-assessment accuracy. Low-performing students significantly overestimated their self-assessments compared to the rest of the class. High-performing students had more accurate self-assessments and tended to underestimate themselves. Overall, these results showed that the students had room for improving the accuracy of their self-assessments.