Louca C, Fine P, Tonni I, Leung A
University of Portsmouth Dental Academy, Portsmouth, UK.
UCL Eastman Dental Institute, UK.
J Dent. 2024 Sep;148:105091. doi: 10.1016/j.jdent.2024.105091. Epub 2024 May 24.
Effectively assessing dental students' knowledge and skills is an important part of their education. Assessment techniques available to teachers, have become more diverse as new technologies are introduced. This study aimed to investigate what dental educators thought about current and future assessment techniques.
This was a mixed method study; quantitative data being collected at an annual dental educators' conference, via on-screen questions requesting: i) demographic information; ii) type of student assessment currently used; iii) impact of Covid-19 on student assessment, and iv) future perceptions of assessment. Questions were posed in real time using the 'Vevox' platform. Descriptive statistical analysis was employed. Qualitative data were collected on 'post-its' and analysed thematically.
101 participants attended the study. 59.1% (n = 60) had >11 years' experience. 64% (n = 55) considered their summative and formative assessments were effective in developing student learning. Few participants reported students' involvement in creating their own assessments (n = 8; 9.75%). 41.68% (n = 36) participants agreed it was a good idea for students to be involved in developing assessments, but only 9.75% (n = 8) reported it was already happening. Qualitative data indicated a reluctance to wholeheartedly embrace technology (including AI) when planning assessments. Most participants were not in favour of Co-creation or the use of some technologies.
Participants, reflected on the challenges of adopting a universal assessment approach. Dental educators should be given the institutional support and autonomy to implement the best assessment methods for their students. Most of this cohort of experienced dental educators reported that assessments facilitated student learning.
The role of assessment for dental students is essential as dental educators must ensure that dental students graduate with appropriate knowledge and technical skills to be safe when in general dental practice. The use of various assessment techniques needs to reflect the diversity of skills the students need to demonstrate.
有效评估牙科学生的知识和技能是其教育的重要组成部分。随着新技术的引入，教师可用的评估技术变得更加多样。本研究旨在调查牙科教育工作者对当前和未来评估技术的看法。
这是一项混合方法研究；通过屏幕上的问题在年度牙科教育工作者会议上收集定量数据，问题要求：i）人口统计学信息；ii）当前使用的学生评估类型；iii）新冠疫情对学生评估的影响，以及iv）对评估的未来看法。使用“Vevox”平台实时提出问题。采用描述性统计分析。在便利贴上收集定性数据并进行主题分析。
101名参与者参加了该研究。59.1%（n = 60）有超过11年的经验。64%（n = 55）认为他们的总结性和形成性评估在促进学生学习方面是有效的。很少有参与者报告学生参与创建自己的评估（n = 8；9.75%）。41.68%（n = 36）的参与者同意学生参与制定评估是个好主意，但只有9.75%（n = 8）报告这种情况已经存在。定性数据表明在规划评估时不愿全心全意接受技术（包括人工智能）。大多数参与者不赞成共同创建或使用某些技术。
参与者反思了采用通用评估方法的挑战。应给予牙科教育工作者机构支持和自主权，以便为学生实施最佳评估方法。这组经验丰富的牙科教育工作者中的大多数报告称评估促进了学生学习。
评估对牙科学生的作用至关重要，因为牙科教育工作者必须确保牙科学生毕业时具备适当的知识和技术技能，以便在一般牙科实践中能够安全操作。使用各种评估技术需要反映学生需要展示的技能的多样性。
