Levring Jäghagen Eva, de Lange Thomas, Torgersen Gerald, Møystad Anne, Ahlqvist Jan
Oral and Maxillofacial Radiology, Department of Odontology, Umeå University, Umeå, Sweden.
Department of Education, University of Oslo, Oslo, Norway.
Eur J Dent Educ. 2023 Nov;27(4):1048-1052. doi: 10.1111/eje.12897. Epub 2023 Jan 29.
A combination of summative assessments and post-exam feedback can create a formative environment to support student learning. It remains unknown to what extent feedback sessions are conducted after exams in oral radiology courses for dental and dental hygienist students in Europe. This survey study aimed to explore whether post-exam feedback sessions were conducted, and if so, in what format.
A questionnaire was distributed to 76 dental schools in 26 countries and 34 dental hygienist schools in 14 countries in Europe. The questions addressed whether feedback was provided after exams in oral radiology, the feedback format, and whether feedback sessions were formalised or performed for other reasons.
Questionnaire responses were received from 33 dental schools in 18 countries, and 20 dental hygienist schools in 11 countries. Information about grades was provided in 23-30% of the schools. Post-exam feedback sessions including opportunities for discussion was provided at 39% of the schools, all with guidelines stating that these sessions should be carried out. The remaining schools provided feedback either on request by individual students or as written examples of correct answers.
Almost one third of the dental schools announced grades without providing any post-exam feedback that could support learning. Two fifth utilised feedback sessions to assist students in gaining knowledge and sorting out misconceptions, all according to guidelines. Given the possible learning potential in post-exam feedback with opportunity to discuss, further studies of this format would be valuable, including the role and use of feedback guidelines.
总结性评估与考试后反馈相结合可以营造一个支持学生学习的形成性环境。在欧洲，针对牙科和口腔卫生专业学生的口腔放射学课程在考试后进行反馈课程的程度尚不清楚。这项调查研究旨在探讨是否进行了考试后反馈课程，如果进行了，采用何种形式。
向欧洲26个国家的76所牙科学院和14个国家的34所口腔卫生学校发放了问卷。问题涉及口腔放射学考试后是否提供反馈、反馈形式，以及反馈课程是否正式或因其他原因进行。
收到了来自18个国家的33所牙科学院和11个国家的20所口腔卫生学校的问卷回复。23%-30%的学校提供了成绩信息。39%的学校提供了包括讨论机会的考试后反馈课程，所有这些学校都有指导方针规定应开展这些课程。其余学校要么根据个别学生的要求提供反馈，要么作为正确答案的书面示例提供反馈。
近三分之一的牙科学院公布成绩时未提供任何有助于学习的考试后反馈。五分之二的学校利用反馈课程帮助学生获取知识并消除误解，所有这些都符合指导方针。鉴于有机会讨论的考试后反馈可能具有学习潜力，对这种形式进行进一步研究将很有价值，包括反馈指导方针的作用和使用。
