Sedky Rana Abdelrehim Fouad, Ben Dor Betty, Mustafa Dena Safwat, Galal Mona Mohamed, Nour Khaled Aly, Anwar Mohammed Nasser, Adel Khaled Mohamed, Ramesh Nithya, Ohyama Hiroe
Department of Operative Dentistry, Faculty of Dentistry, Ain-Shams University, Cairo, Egypt.
Harvard School of Dental Medicine, Harvard University, Boston, USA.
Dent Med Probl. 2024 Sep 27. doi: 10.17219/dmp/175276.
Self-assessment is key to improving the quality of work performed by dental professionals. The ability to accurately self-assess has been found to correlate with better clinical performance, making it an important skill for students to master during their dental education. Furthermore, studies conducted in dental schools across the world have shown that lower-performing students tend to overestimate their abilities compared to their peers.
This study aimed to evaluate the self-assessment skills of dental students in pre-clinical operative dentistry and to investigate the impact of gender on these skills.
Third-year undergraduate dental students (N = 335) took 2 pre-clinical practical exams: class II composite preparation and restoration. Students self-assessed each assignment using a standardized rubric, and 6 calibrated faculty members graded all procedures blindly and independently. The difference between students' self-assessment scores (S) and mean faculty grades (F) reflected the students' self-assessment skills and was referred to as the Student-Faculty (S-F) gap. A positive S-F gap indicates that students overestimate their work, while a negative S-F gap indicates that students underestimate their work. Data was stratified by gender and by faculty-determined student performance, and then statistically analyzed.
The study demonstrated a statistically significant difference between faculty grades and students' self-assessment scores. Positive S-F gaps were observed across all procedures, indicating overestimation, with a mean S-F gap of 11.4 ±9.9%. A negative correlation was found between faculty grades and S-F gaps. Higher-performing students showed smaller S-F gaps (4.8 ±5.3%) compared to lower-performing students (21.2 ±9.68%). Furthermore, male students showed significantly higher S-F gaps (14.0 ±10.3%) compared to females (9.7 ±9.4%).
Overestimation was more prevalent among lower-performing and male students compared to higher-performing and female students. Future investigations should consider exploring effective interventions and educational strategies aimed at improving students' self-awareness and their ability to accurately assess their performance.
自我评估是提高牙科专业人员工作质量的关键。研究发现，准确进行自我评估的能力与更好的临床绩效相关，这使其成为学生在牙科教育期间需要掌握的一项重要技能。此外，世界各地牙科学校开展的研究表明，表现较差的学生相较于同龄人往往高估自己的能力。
本研究旨在评估牙科学生在临床前牙体手术学中的自我评估技能，并调查性别对这些技能的影响。
三年级牙科本科学生（N = 335）参加了两项临床前实践考试：II类复合树脂制备和修复。学生使用标准化评分标准对每项作业进行自我评估，6名经过校准的教员对所有操作进行盲法独立评分。学生自我评估分数（S）与教员平均成绩（F）之间的差异反映了学生的自我评估技能，被称为学生-教员（S-F）差距。正的S-F差距表明学生高估了自己的工作，而负的S-F差距表明学生低估了自己的工作。数据按性别和教员确定的学生表现进行分层，然后进行统计分析。
研究表明教员成绩与学生自我评估分数之间存在统计学上的显著差异。在所有操作中均观察到正的S-F差距，表明存在高估现象，平均S-F差距为11.4±9.9%。教员成绩与S-F差距之间存在负相关。表现较好的学生的S-F差距（4.8±5.3%）比表现较差的学生（21.2±9.68%）小。此外，男生的S-F差距（14.0±10.3%）显著高于女生（9.7±9.4%）。
与表现较好的学生和女生相比，表现较差的学生和男生中高估现象更为普遍。未来的调查应考虑探索有效的干预措施和教育策略，以提高学生的自我意识及其准确评估自身表现的能力。
