Martin Victoria M, Rogo Ellen J, Hodges Kathleen O, Piland Neill F, Osborn Popp Sharon E
Ms. Martin is Instructor, Department of Dental Hygiene, Texas State Technical College; Dr. Rogo is Professor, Department of Dental Hygiene, Idaho State University; Prof. Hodges is Professor Emerita, Department of Dental Hygiene, Idaho State University; Dr. Piland is Research Professor and Director, Institute of Rural Health, Idaho State University; and Dr. Osborn Popp is the psychometrician for the Western Regional Examining Board.
J Dent Educ. 2017 Jan;81(1):54-64.
Research on the effectiveness of clinical mock boards for future oral health professionals is conflicting and limited. Despite this, U.S. dental hygiene programs rely on clinical mock board experiences as essential components for preparing students for their clinical board examinations. Differences in programs' mock board characteristics may relate to board exam outcomes. The validity and reliability of mock boards can be questioned when deviations from exam criteria and procedures are made and grading mechanisms are not consistent. The aim of this study was to determine which mock board characteristics were critical in preparing students by exploring the relationships between programs' dental hygiene, local anesthesia, and restorative mock boards and their 2013-14 candidates' performance on the corresponding three Western Regional Examining Board (WREB) licensure exams. Of the 23 U.S. dental hygiene education programs in four states invited to participate, 15 agreed to do so, and 13 consented to have WREB provide their programs' test result data. The mock board coordinators provided data on characteristics of their programs' mock boards with an online questionnaire distributed in 2014. Scores calculated from the responses were compared to performance of the programs' candidates on the corresponding WREB exam. Of the 45 questionnaires (on three exams each x 15 programs), 33 were completed (73.3%). Significant relationships were found between candidates' WREB exam results and the mock boards' intensity scores, remediation, multiple experiences, and examiner calibration scores. The results of this study provide fundamental information about mock board characteristics that may assist educators in facilitating experiences to more effectively prepare students for these high-stakes exams.
关于临床模拟考核对未来口腔健康专业人员有效性的研究结果相互矛盾且十分有限。尽管如此，美国的口腔卫生保健项目仍将临床模拟考核经历作为帮助学生准备临床考核的重要组成部分。各项目模拟考核特点的差异可能与考核结果相关。当模拟考核偏离考试标准和程序且评分机制不一致时，其有效性和可靠性就会受到质疑。本研究的目的是通过探索各项目的口腔卫生保健、局部麻醉和修复模拟考核与2013 - 2014年考生在相应的三项西部地区考试委员会（WREB）执照考试中的表现之间的关系，来确定哪些模拟考核特点对学生备考至关重要。在受邀参与的四个州的23个美国口腔卫生保健教育项目中，15个同意参与，13个同意让WREB提供其项目的考试结果数据。模拟考核协调员通过2014年发放的在线问卷提供了其项目模拟考核特点的数据。将根据这些回复计算出的分数与各项目考生在相应WREB考试中的表现进行比较。在45份问卷（每项考试3份问卷×15个项目）中，33份问卷完成（73.3%）。研究发现，考生的WREB考试成绩与模拟考核的强度得分、辅导、多次考核经历以及考官校准得分之间存在显著关系。本研究结果提供了有关模拟考核特点的基础信息，可能有助于教育工作者优化考核体验，从而更有效地帮助学生备考这些高风险考试。
