Statistical associate, University of Calgary, Cummings School of Medicine, Calgary, AB, Canada.
Associate professor and assistant dean of education quality and accreditation, University of Alberta, Faculty of Medicine and Dentistry, Edmonton, AB, Canada.
Can J Dent Hyg. 2021 Feb 15;55(1):39-47. eCollection 2021 Feb.
Diagnostic score reporting is one method of providing feedback to all students following a structured clinical assessment but its effect on learning has not been studied. The objective of this study was to assess the impact of this feedback on student reflection and performance following a dental hygiene assessment.
In 2016, dental hygiene students at the University of Alberta participated in a mock structured clinical assessment during which they were randomly assigned to receive a diagnostic score report (intervention group) or an overall percentage grade of performance (control group). The students later reflected upon their performance and took their regularly scheduled structured clinical assessment. Reflections underwent content analysis by diagnostic domains (eliciting essential information, effective communication, client-centred care, and interpreting findings). Results were analysed for group differences.
Students performed best on eliciting essential information (92%) and poorest on interpreting findings (42%). The intervention group was more likely to view interpreting findings as a weakness, = 0.007, while the control group was more likely to view eliciting essential information as a weakness, = 0.04. No differences were found on the actual assessment scores, > 0.05.
Students who received diagnostic score reporting appeared to reflect more accurately upon their weaknesses. However, this knowledge did not translate into improved performance. Modifications and enhancements to the report may be necessary before an effect on performance will be seen.
Diagnostic score reporting is a promising feedback method that may aid student reflection. More research is needed to determine if these reports can improve performance.
诊断评分报告是在进行结构化临床评估后为所有学生提供反馈的一种方法，但它对学习的影响尚未得到研究。本研究的目的是评估这种反馈对口腔卫生评估后学生反思和表现的影响。
2016 年，阿尔伯塔大学的口腔卫生学生参加了一次模拟结构化临床评估，他们在评估中被随机分配接受诊断评分报告（干预组）或整体表现百分比成绩（对照组）。学生后来对自己的表现进行了反思，并参加了他们的定期结构化临床评估。反思内容按诊断领域进行了内容分析（引出必要信息、有效沟通、以客户为中心的护理和解释发现）。对结果进行了组间差异分析。
学生在引出必要信息方面表现最好（92%），在解释发现方面表现最差（42%）。干预组更有可能将解释发现视为弱点，=0.007，而对照组更有可能将引出必要信息视为弱点，=0.04。实际评估分数没有差异，>0.05。
接受诊断评分报告的学生似乎更准确地反思了自己的弱点。然而，这一知识并没有转化为更好的表现。在报告对表现产生影响之前，可能需要对报告进行修改和增强。
诊断评分报告是一种很有前途的反馈方法，可以帮助学生进行反思。需要进一步研究以确定这些报告是否可以提高表现。
