Unit of Oral Surgery and Medicine, University of Dundee Dental School, Park Place, Dundee, United Kingdom.
Eur J Dent Educ. 2010 May;14(2):113-7. doi: 10.1111/j.1600-0579.2009.00600.x.
To improve the assessment of suturing skills, we firstly developed a checklist based assessment. As an aid to the teaching of suturing skills a video was subsequently developed.
To validate the checklist a cohort of 57 final year students were videoed performing the formative suturing assessment which was assessed by two examiners independently. Two cohorts of third year students took part in the formal assessment but only the second cohort of students would have access to the video.
The first cohort of 58 third year students' success rate was 93% and 1 year later 94% of 53 third year students were successful. One hundred per cent of the first cohort and 98% of the second cohort thought that the exam was a fair assessment of suturing skills. The majority of students thought that the checklist was helpful (94% and 93%). However, 62% and 55% thought that the assessment was a stressful experience. However, only 80% of the first cohort compared with 98% of the second cohort thought that they could now place sutures in intra-oral wounds.
Our findings suggest that checklist based assessments of suturing skills were well received by the students and improved the objectivity and transparency of the assessment process. Further work is required to determine if teaching initially on a tabletop model can be transferred to the dental clinical situation.
为了提高缝合技能的评估水平，我们首先开发了基于检查表的评估方法。为了辅助缝合技能教学，我们随后开发了一个视频。
为了验证检查表，我们对 57 名即将毕业的学生进行了录像，进行了形成性缝合评估，由两名考官独立评估。两个三年级学生队列参加了正式评估，但只有第二个队列的学生可以访问视频。
第一批 58 名三年级学生的成功率为 93%，一年后，第二批 53 名三年级学生中有 94%成功。第一批队列的 100%和第二批队列的 98%的学生认为考试是对缝合技能的公平评估。大多数学生认为检查表很有帮助（94%和 93%）。然而，62%和 55%的学生认为评估是一种有压力的体验。然而，只有第一批队列的 80%，而第二批队列的 98%的学生认为他们现在可以在口腔内伤口中放置缝线。
我们的研究结果表明，基于检查表的缝合技能评估受到学生的欢迎，并提高了评估过程的客观性和透明度。还需要进一步研究，以确定在桌面上进行初步教学是否可以转移到牙科临床情况。
