Harvard School of Dental Medicine, Boston, Massachusetts, USA.
VA Loma Linda Healthcare System, Loma Linda, California, USA.
J Dent Educ. 2021 Sep;85(9):1511-1517. doi: 10.1002/jdd.12638. Epub 2021 May 14.
PURPOSE/OBJECTIVE: Self-assessment is a fundamental skill for dentists and other health care providers. It enables these professionals' ability to critically evaluate the quality of their clinical work and improve through self-directed learning. Researchers have investigated how gender affects self-assessment skills and have shown that male students tend to overestimate their performance while female students tend to underestimate theirs as compared to peer or faculty assessment. The goal of this study was to evaluate how the self-assessment skills of dental students differ by gender in operative preclinical dentistry.
Third-year dental students (N = 208, Class of 2016-2021) self-assessed their work using the same rubrics as faculty on four operative dentistry competency examination procedures: Class II amalgam preparation and restoration and Class III resin-composite preparation and restoration. Two calibrated full-time faculty graded all procedures independently. The Student self-assessment-Faculty grade (S-F) gap scores were calculated and statistically analyzed.
Overall, both genders overestimated their self-assessment for all four procedures as compared to actual scores given by faculty. Males overestimated more significantly than females for Class II Amalgam preparation, but not for the other three procedures. However, when the S-F gap for all procedures was combined and analyzed together, male students significantly overestimated their self-assessments compared to female students. When female and male students grading scores were stratified into quartiles, there were significantly larger differences between males and females in the lower quartiles, which suggest that difference in self-assessment abilities was more prominent among the lower performing students.
The results of this study demonstrate that gender may affect the accuracy of self-assessment in operative preclinical dentistry.
目的/目标：自我评估是牙医和其他医疗保健提供者的一项基本技能。它使这些专业人员能够批判性地评估自己临床工作的质量，并通过自我指导学习进行改进。研究人员调查了性别如何影响自我评估技能，并表明与同伴或教师评估相比，男性学生往往高估自己的表现，而女性学生则往往低估自己的表现。本研究的目的是评估在口腔临床前操作中，牙科学生的自我评估技能是否因性别而异。
三年级牙科学生（N=208，2016-2021 届）使用与教师相同的评分标准对四项口腔操作能力考试程序进行自我评估：第二类银汞合金制备和修复以及第三类树脂复合材料制备和修复。两位经过校准的全职教师独立对所有程序进行评分。计算并统计分析学生自我评估-教师评分（S-F）差距分数。
总体而言，与教师给出的实际分数相比，两种性别在所有四项程序中都高估了自己的自我评估。男性在第二类银汞合金制备方面的高估程度明显大于女性，但在其他三项程序中并非如此。然而，当所有程序的 S-F 差距合并并一起分析时，与女性学生相比，男性学生明显高估了自己的自我评估。当将女性和男性学生的评分成绩分层为四等分时，在较低的四分位数中，男性和女性之间的差异明显更大，这表明在表现较差的学生中，自我评估能力的差异更为突出。
本研究的结果表明，性别可能会影响口腔临床前操作中的自我评估准确性。
