Faculty of Dentistry, The University of Hong Kong, Hong Kong, China.
Faculty of Dentistry, Saw Swee Hock School of Public Health, National University of Singapore, Singapore city, Singapore.
Eur J Dent Educ. 2020 Aug;24(3):398-406. doi: 10.1111/eje.12515. Epub 2020 Mar 3.
This mixed methods study evaluates the use and perceptions of a novel video genre of authentic, in-the-moment expert-student dialogue to support student preparation for a summative clinical competence assessment.
Expert-student dialogue videos were available on the university learning management system (Moodle) for self-directed access for a fixed prosthodontics course. These comprised 3 categories of video relating to dialogic episodes of previous student's performance relating to a clinical competence assessment. These were as follows: case suitability, case discussion and self-evaluation. Fourteen students who were taking the competence test and had watched the supporting videos were invited for focus group interviews. Twelve students participated in three focus groups within 24 hours of the assessment and the audio recordings were analysed. A thematic analysis was performed using an inductive approach. Video access data were also retrieved and analysed based on when the videos were watched.
Three key themes were identified: assessment preparation, enhanced learning and affordance phenomena. By accessing the videos, students gained insights into the case suitability, assessment process and criteria, and the examiners' expectations. They reported reduced uncertainty and stress, improved confidence and better preparedness for the assessment. Students also reported this video genre stimulated higher-order thinking and provided a broader clinical experience. A diverse array of viewing patterns was observed immediately before the assessment and across the year. For the focus group of students, they watched 65% of all their videos for the prosthodontics course one week before their competency testing periods.
The expert-student dialogue videos that captured peers clinical competence tests improved students' assessment literacy, increased their assessment preparedness, reduced stress and enriched their learning.
本混合方法研究评估了一种新颖的视频类型——真实即时的专家-学生对话的使用情况和看法，以支持学生为总结性临床能力评估做准备。
专家-学生对话视频可在大学学习管理系统（Moodle）上获取，供固定修复学课程的学生自主学习。这些视频包括与以前学生在临床能力评估中的表现相关的对话片段的 3 个类别：病例适宜性、病例讨论和自我评价。邀请了 14 名正在参加能力测试并观看了支持视频的学生参加焦点小组访谈。12 名学生在评估后 24 小时内参加了三个焦点小组，对音频记录进行了分析。采用归纳法进行主题分析。还根据观看视频的时间检索和分析了视频访问数据。
确定了三个关键主题：评估准备、增强学习和可供性现象。通过访问视频，学生深入了解了病例适宜性、评估过程和标准以及考官的期望。他们报告说不确定性和压力降低，信心增强，对评估的准备更充分。学生还报告说，这种视频类型激发了更高层次的思维，提供了更广泛的临床经验。在评估前和整个学年中观察到各种不同的观看模式。对于焦点小组的学生，他们在进行能力测试前一周观看了修复学课程中所有视频的 65%。
捕捉同龄人临床能力测试的专家-学生对话视频提高了学生的评估素养，增强了他们的评估准备，减轻了压力并丰富了他们的学习。
