Deeb Janina Golob, Carrico Caroline K, Laskin Daniel M, Koertge Thomas E
Janina Golob Deeb, DMD, MS, is Associate Professor, Department of Periodontics, School of Dentistry, Virginia Commonwealth University; Caroline K. Carrico, PhD, is Assistant Professor, Oral Health Promotion and Community Outreach, Oral Health Research Core, School of Dentistry, Virginia Commonwealth University; Daniel M. Laskin, DMD, MS, is Professor Emeritus, Department of Oral and Maxillofacial Surgery, School of Dentistry, Virginia Commonwealth University; and Thomas E. Koertge, DMD, PhD, is Professor, Department of Periodontics, School of Dentistry, Virginia Commonwealth University.
J Dent Educ. 2019 Apr;83(4):457-463. doi: 10.21815/JDE.019.047. Epub 2019 Feb 11.
Self-assessments were introduced into a third-year clinical periodontics course to enable dental students to self-assess and receive faculty feedback prior to technical assessment. The aims of this study were to determine if there was an improvement in the pass rate and average grade on the technical assessments following implementation of self-assessments and to analyze the accuracy of the student self-assessments by comparing them with faculty assessments. Scores from 106 third-year dental students for four periodontal procedures were included in the analysis. Faculty and student self-assessment scores, along with self-assessment and final technical assessments scores, were compared, as were the average number of self-assessment attempts for the various procedures and the pass rates. The average number of self-assessments per student was 6.5 compared to 4.2 for the technical assessments. There was no significant difference between students' self-assessment scores and faculty scores (average difference=0.005; p=0.7894). However, there was a significant increase in overall scores between students' self-assessments and technical assessments (average difference: 0.30 out of 5; p=0.0001). There was also a significant difference in pass rate between self-assessments and technical assessments (92.3% and 99.7%, respectively). The individual technical assessment with the greatest improvement was for scaling and root planing (average difference=0.47; p=0.0001), which also had significantly more self-assessments (2.3 vs. 1.2-1.7, p=0.0001). These results suggest that self-assessment and the subsequent faculty feedback provided students with information that enabled them to improve their performance on technical assessments.
自我评估被引入到三年级临床牙周病学课程中，以使牙科学生在进行技术评估之前能够进行自我评估并获得教师的反馈。本研究的目的是确定实施自我评估后技术评估的通过率和平均成绩是否有所提高，并通过将学生自我评估与教师评估进行比较来分析学生自我评估的准确性。分析纳入了106名三年级牙科学生四项牙周手术的成绩。比较了教师和学生的自我评估分数，以及自我评估分数与最终技术评估分数，还比较了各种手术的自我评估平均尝试次数和通过率。每个学生的自我评估平均次数为6.5次，而技术评估为4.2次。学生的自我评估分数与教师分数之间没有显著差异（平均差异=0.005；p=0.7894）。然而，学生自我评估和技术评估之间的总成绩有显著提高（平均差异：满分5分中提高了0.30分；p=0.0001）。自我评估和技术评估之间的通过率也有显著差异（分别为92.3%和99.7%）。进步最大的单项技术评估是龈上洁治和根面平整（平均差异=0.47；p=0.0001），该手术的自我评估次数也显著更多（2.3次对1.2 - 1.7次，p=0.0001）。这些结果表明，自我评估以及随后教师提供的反馈为学生提供了信息，使他们能够在技术评估中提高表现。
