Kwon So Ran, Restrepo-Kennedy Natalia, Dawson Deborah V, Hernandez Marcela, Denehy Gerald, Blanchette Derek, Gratton David G, Aquilino Steven A, Armstrong Steven R
Dr. Kwon is Associate Professor, Department of Operative Dentistry, The University of Iowa College of Dentistry & Dental Clinics; Dr. Restrepo-Kennedy is Assistant Professor, Department of Operative Dentistry, The University of Iowa College of Dentistry & Dental Clinics; Dr. Dawson is Professor and Director, Division of Biostatistics and Research Design, Department of Pediatric Dentistry and Biostatistics, and Interdisciplinary Programs in Genetics and in Informatics, The University of Iowa College of Dentistry & Dental Clinics; Dr. Hernandez is Associate Professor, Department of Family Dentistry, The University of Iowa College of Dentistry & Dental Clinics; Dr. Denehy is Professor, Department of Operative Dentistry, The University of Iowa College of Dentistry & Dental Clinics; Mr. Blanchette is Biostatistician, Division of Biostatistics and Research Design, The University of Iowa College of Dentistry & Dental Clinics; Dr. Gratton is Associate Professor, Department of Prosthodontics, The University of Iowa College of Dentistry & Dental Clinics; Dr. Aquilino is Professor, Department of Prosthodontics, The University of Iowa College of Dentistry & Dental Clinics; and Dr. Armstrong is Professor and Chair, Department of Operative Dentistry, The University of Iowa College of Dentistry & Dental Clinics.
J Dent Educ. 2014 Dec;78(12):1655-62.
Conventional grading of dental students' projects in preclinical courses has mainly relied on visual evaluation by experienced instructors. The purpose of this study was to compare conventional visual grading in a dental anatomy course at one U.S. dental school to a novel digital assessment technique. A total of sixty samples comprised of two sets of faculty wax-ups (n=30), student wax-ups (n=15), and dentoform teeth of tooth #14 (n=15) were used for this study. Two additional faculty members visually graded the samples according to a checklist and then repeated the grading after one week. The sample wax-up with the highest score based on the visual grading was selected as the master model for the digital grading, which was also performed twice with an interim period of one week. Descriptive statistics and signed rank tests for systematic bias were used for intra- and interrater comparisons. The intraclass correlation (ICC) was used as a measure of intra- and interrater reliability. None of the faculty members achieved the minimum acceptable intrarater agreement of 0.8. Interrater agreement was substantially less than intrarater agreement for the visual grading, whereas all measures of intrarater agreement were greater than 0.9 and considered excellent for the digital assessment technique. These results suggest that visual grading is limited by modest intrarater reliability and low interrater agreement. Digital grading is a promising evaluation method showing excellent intrarater reliability and correlation. Correlation for visual and digital grading was consistently modest, partly supporting the potential use of digital technology in dental anatomy grading.
牙科学生临床前课程项目的传统评分主要依赖经验丰富的教师进行视觉评估。本研究的目的是将美国一所牙科学院牙科解剖学课程中的传统视觉评分与一种新型数字评估技术进行比较。本研究共使用了60个样本，包括两组教师制作的蜡型（n = 30）、学生制作的蜡型（n = 15）和14号牙的牙模型（n = 15）。另外两名教师根据一份检查表对样本进行视觉评分，然后在一周后重复评分。根据视觉评分选出得分最高的样本蜡型作为数字评分的主模型，数字评分也进行了两次，中间间隔一周。使用描述性统计和系统偏差的符号秩检验进行评分者内和评分者间的比较。组内相关系数（ICC）用作评分者内和评分者间可靠性的度量。没有一位教师达到0.8的最低可接受评分者内一致性。视觉评分的评分者间一致性明显低于评分者内一致性，而评分者内一致性的所有度量均大于0.9，对于数字评估技术而言被认为是优秀的。这些结果表明，视觉评分受到评分者内可靠性一般和评分者间一致性较低因素的限制。数字评分是一种有前景的评估方法，具有出色的评分者内可靠性和相关性。视觉评分与数字评分之间的相关性一直处于中等水平，部分支持了数字技术在牙科解剖学评分中的潜在应用。
