This paper investigates value changes in dental students and dentists over a ten‐year period through a cross‐sectional study of all dental students at the University of Minnesota in 1966 and 1976, and a ten‐year longitudinal study of a class of dental students who entered in 1967. Findings in both studies showed significant differences in values over the ten‐year period, but they could not be attributed to the dental school experience. Findings also showed that the values of the dentists in the longitudinal study changed significantly over the ten years from 1967 to 1977, to resemble those of dental school freshmen in 1976. Comparisons of the two studies indicated that changes in social values and the social pressures of professional role development could have accounted for the findings.
Preclinical and clinical evaluation in dental education needs systematic study. Research on the main variables affecting reliable and valid clinical evaluation is reviewed to identify research findings applicable to clinical evaluation settings. The research reviewed shows that performance criteria should be objectively stated, that measurement scales should contain few points, and that evaluator training may improve reliability. Suggestions for the design of future evaluation studies are provided in an effort to expand the scope and usefulness of this type of research.
The number of evaluation forms students are asked to complete is multiplying. To reduce that number, the present study determines the minimum sample size needed for accurate student ratings of instruction. Typical questionnaire items using four‐ and seven‐category ratings scales were studied. Data for four class sizes (40, 60, 100, 140) were sampled in graduated sizes, and a standard error of the mean was computed for each sample size. A permissible error index was computed to estimate the accuracy of ratings obtained from any sample size needed for the four different class sizes. Figures are presented from which minimum sample sizes necessary for accurate student evaluation of instruction can be computed. The figures show that sampling only one‐third of classes of 100–140 students is sufficient to obtain accurate evaluations.
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