Department of Oral Hygiene, Faculty of Dentistry, University of the Western Cape (UWC) and Tygerberg Academic Hospital, Cape Town, South Africa.
Int J Dent Hyg. 2013 Nov;11(4):267-72. doi: 10.1111/idh.12039. Epub 2013 Jul 22.
To determine how students used daily and term-based clinical assessment tools, students' experience of clinical teaching and clinical assessment.
This was a descriptive, cross-sectional study. The study population included final-year Degree in Oral Health (BOH) students (n = 34). Data were collected by means of a self-administered questionnaire using open- and closed-ended questions.
The response rate was 85% (n = 29). Respondents reported that term-based assessment tools were more useful than daily assessment tools in preparing for clinical sessions, in guiding their patient management and as a reflection of their competence. Factors influencing student experiences include authentic learning opportunities such as performing a variety of procedures, patient appreciation and positive reinforcement from supervisors; consistent and appropriate feedback on their performance, feedback in the presence of a patient; supervisor qualities of being patient, respectful, non-threatening and being positive role models; and organizational aspects such as punctuality and availability of supervisors. Inconsistencies were found in student experiences in terms of the quality of feedback received. Assessment experiences include inconsistency between supervisors and not being informed of assessment scores. Regular verbal feedback or being appraised of their assessment scores was reported more frequently for term-based assessment (77%) than for daily assessment (27%).
The results of this study suggest that a blueprint defining assessment as a means to drive student learning is inadequate. A more comprehensive approach encompassing all the parameters that impact the learning process may be more useful.
确定学生如何使用日常和学期临床评估工具、学生的临床教学和临床评估体验。
这是一项描述性的、横断面研究。研究对象包括口腔健康学位（BOH）的最后一年学生（n=34）。通过使用开放式和封闭式问题的自填式问卷收集数据。
响应率为 85%（n=29）。受访者报告称，与日常评估工具相比，学期评估工具在为临床课程做准备、指导他们的患者管理以及反映他们的能力方面更有用。影响学生体验的因素包括真实的学习机会，例如执行各种程序、患者的感激之情以及主管的积极肯定；对他们的表现给予一致和适当的反馈，在有患者在场的情况下给予反馈；主管具有耐心、尊重、不威胁和积极的榜样品质；以及准时和主管可用性等组织方面。在学生对收到的反馈质量的体验方面存在不一致之处。评估体验包括主管之间的不一致和不了解评估分数。与日常评估（27%）相比，更多的学生报告说，学期评估（77%）更频繁地获得定期的口头反馈或了解他们的评估分数。
这项研究的结果表明，将评估定义为促进学生学习的手段的蓝图是不够的。更全面的方法，包括所有影响学习过程的参数，可能更有用。
