Department of Restorative Dentistry and Biomaterials, Center for Dentistry and Oral Hygiene, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands.
Department Education and Research, Hanze University of Applied sciences, Groningen, The Netherlands.
Eur J Dent Educ. 2020 Aug;24(3):407-424. doi: 10.1111/eje.12516. Epub 2020 Mar 9.
Acquiring practical skills is essential for dental students. These practical skills are assessed throughout their training, both formatively and summatively. However, by means of visual inspection alone, assessment cannot always be performed objectively. A computerised evaluation system may serve as an objective tool to assist the assessor.
The aim of the study was to evaluate prepCheck as a tool to assess students' practical skills and as a means to provide feedback in dental education.
As part of a previously scheduled practical examination, students made a preparation for a retentive crown on the maxillary right central incisor-tooth 11. Assessments were made four times by two independent assessors in two different ways: (a) conventionally and (b) assisted by prepCheck. By means of Cohen's kappa coefficient, agreements between conventional and digitally assisted assessments were compared. Questionnaires were used to assess how students experienced working with prepCheck.
Without the use of prepCheck, ratings given by teachers differed considerably (mean κ = 0.19), whereas the differences with prepCheck assistance were very small (mean κ = 0.96). Students found prepCheck a helpful tool for teachers to assess practical skills. Extra feedback given by prepCheck was considered useful and effective. However, some students complained about too few scanners and too little time for practice, and some believed that prepCheck is too strict.
prepCheck can be used to assist assessors in order to obtain a more objective outcome. Results showed that practicing with feedback from both prepCheck and the teacher contributes to an effective learning process. Most students appreciated prepCheck for learning practical skills, but introducing prepCheck requires enough equipment and preparation time.
对于牙科学生来说，掌握实践技能至关重要。这些实践技能在他们的培训过程中得到了全面的评估，包括形成性评估和总结性评估。然而，仅通过目视检查，评估并不总是能够做到客观。计算机化的评估系统可以作为一种客观的工具来辅助评估者。
本研究旨在评估 prepCheck 作为评估学生实践技能的工具，并作为在牙科教育中提供反馈的手段。
作为之前安排的实践考试的一部分，学生们在上颌右中切牙- 11 牙上制作了一个固位冠的预备。由两位独立的评估员进行了四次评估，采用了两种不同的方法：（a）传统方法和（b）借助 prepCheck 进行辅助。通过 Cohen 的 kappa 系数，比较了传统评估和数字辅助评估之间的一致性。使用问卷评估学生使用 prepCheck 的体验。
在不使用 prepCheck 的情况下，教师的评分差异很大（平均 κ=0.19），而使用 prepCheck 辅助的评分差异非常小（平均 κ=0.96）。学生们发现 prepCheck 是教师评估实践技能的有用工具。prepCheck 提供的额外反馈被认为是有用和有效的。然而，一些学生抱怨扫描仪太少，练习时间太少，还有一些学生认为 prepCheck 过于严格。
prepCheck 可用于协助评估者以获得更客观的结果。结果表明，结合 prepCheck 和教师的反馈进行练习有助于实现有效的学习过程。大多数学生都赞赏 prepCheck 用于学习实践技能，但引入 prepCheck 需要足够的设备和准备时间。
