2.1 Evolving methods of assessment

Manogue, Michael; Kelly, Mary Grace; Masaryk, Sonia Bartakova; Brown, George; Catalanotto, Frank A.; Choo-Soo, Teo; Delap, Elis; Godoroja, Pavel; Morio, Ikuko; Rotgans, Jerome I.; Saag, Mare

doi:10.1034/j.1600-0579.6.s3.8.x

Cited by 38 publications

(47 citation statements)

References 31 publications

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“…It is a process during which "consideration is given to the amount, level, worth, value or quality of outcomes or products of the learning process" (Topping 1998). The process involves the assessor drawing inferences and making estimates about the value of that product (Manogue et al, 2002). An assessment is designed to evaluate the level of attainment of knowledge, behaviours or skills of students.…”

Section: What Is Assessment?mentioning

confidence: 99%

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Assessing the Clinical Skills of Dental Students: A Review of the Literature

Taylor¹,

Grey²,

Satterthwaite³

2013

JEL

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Education, from a student perspective, is largely driven by assessment. An effective assessment tool should be both valid and reliable, yet this is often not achieved. The aim of this literature review is to identify and appraise the evidence base for assessment tools used primarily in evaluating clinical skills of dental students.Methods: MEDLINE was searched for all relevant articles from January 1950-January 2011 published in the English language. References of the articles were then hand searched.This review begins with a brief outline of the student learning process and the aim of assessment. The tools available for both formative and summative assessments are discussed, with particular reference to those used in assessing dental students' clinical ability. The problems of subjectivity and assessor variability associated with traditional teacher-led assessments are highlighted. Methods which have attempted to overcome these problems, such as the use of checklists and training are then discussed. The benefits and shortcomings of the use of students as assessors, both in self and peer assessment are reviewed. Finally, the use of objective assessment methods involving opto-electronic and haptic technology is considered.

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Section: What Is Assessment?mentioning

confidence: 99%

“…This requires the assessment to be valid, reliable, practicable, and ideally objective (Brown 1930). Defined skills should be assessed which are directly related to intended learning outcomes (Manogue et al, 2002).…”

Section: Types Of Assessmentmentioning

confidence: 99%

Assessing the Clinical Skills of Dental Students: A Review of the Literature

Taylor¹,

Grey²,

Satterthwaite³

2013

JEL

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“…[2,3] Hence, considering assessment as a part of the training process, both the learning and assessment should focus on the competences to be attained by learner in the end. [4][5][6] This can be achieved through the implementation of Objective Structured Clinical Examination (OSCE) as an assessment tool in the formative examinations that are conducted periodically throughout the year in our university. [6][7][8][9][10] The literature reveals that the OSCE is in vogue and taking good shape in the medical curriculum however, it is been relatively recently introduced in dentistry.…”

Section: Introductionmentioning

confidence: 99%

Introduction of objective structured clinical examination (OSCE) in dental education in India in the subject of oral medicine and radiology

et al. 2014

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Objectives:The learning-assessment relationship is an integral part of educational process, its main purpose is to optimize learner`s abilities which can be achieved through the implementation of Objective Structured Clinical Examination as an assessment tool. The present study is undertaken with the aim to introduce an Objective Structured Clinical Examination in the faculty of dentistry for the subject of oral medicine and radiology and to obtain the perception of participants about it. Materials and Methods:The study involved 65 final year dental students and faculties from Oral Medicine and Radiology. The self-administered questionnaire and feedback forms were given to the students to record their responses. Descriptive analysis and factor analysis were used to identify key factor among the different Objective Structured Clinical Examination items. Results:The results revealed the strong consensus in favor of Objective Structured Clinical Examination. The factor analysis extracted 2 key components i.e. "I understand the aims and objectives of the Objective Structured Clinical Examination" and "it tested my diagnostic clinical skill" as significant. Conclusion: The present article suggests that inclusion of Objective Structured ClinicalExamination in the formative and summative examination would be beneficial. It is recommended that the pilot study should be carried out for the selected model of objective structured clinical examination before being implemented as an assessment tool.

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“…The purpose of assessment in dental education is to evaluate the students' learning outcomes and to make decisions on their progression toward becoming a competent dentist. Assessment is crucial in the learning process of students [1] and also assessment drives learning is a universally accepted fact [2]; therefore, a planned and systematic approach of assessment would be ideal not only for assessing the desired learning outcomes but would also aid in effective learning. Various traditional methods of assessment namely direct observation, oral assessment, case problems, essays, short answer questions, and multiple choice questions have been considered to be insufficient to assess clinical skills in the field of health science [2].…”

Section: Introductionmentioning

confidence: 99%

Introduction of Objective Structured Clinical Examination, an assessment method for undergraduate students in a dental school

Majid¹,

Alikutty²,

Rahaman³

2017

J Contemp Med Edu

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Objective: Undergraduate education in a dentistry program aims to produce competent practitioners equipped with appropriate knowledge, behavior, attitudes, and skills necessary to blend into independent dental practice. Assessment is crucial in the learning process of the students, and assessment drives learning is universally accepted. A number of traditional assessment methods are in common use; lately, objective structured clinical examination (OSCE) has been suggested to assess the clinical competencies and skills in health sciences. Argyris recommended developing an implementation strategy of advocacy, and inquiry to encourage the acceptance of personal responsibility to overcome resistance (to changes being introduced into the existing assessment system). The purpose of this study was to investigate the effectiveness of implementation strategy by measuring the attitudes of both staff and students toward OSCE in a dental school. Materials and Methods: Following sequential steps of providing information, advocacy, participation to minimize resistance toward the introduction of OSCE in the course of oral medicine, 14 staff members and 36 students participated in pilot/mini OSCE which included one rest and five test stations. Later, a more definitive final OSCE was designed with 10 test plus one rest station. After completion of both pilot/mini and final OSCE, a questionnaire adopted from a previously conducted study was answered by the staff and students. Results: The staff scores were significantly higher following the final OSCE for all the questions except "increase use." In the student group, "increase use" and "difficulty/ease" improved from pilot to final OSCE, but the difference was statistically insignificant. Comparison between the groups revealed staff was significantly more enthusiastic, believed the use of OSCE to be increased and felt the test was relevant. Conclusion: Involvement, participation and joint control of the staff in designing and developing the OSCE stations and its implementation led to a successful implementation of the new assessment method.

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2.1 Evolving methods of assessment

Cited by 38 publications

References 31 publications

Assessing the Clinical Skills of Dental Students: A Review of the Literature

Assessing the Clinical Skills of Dental Students: A Review of the Literature

Introduction of objective structured clinical examination (OSCE) in dental education in India in the subject of oral medicine and radiology

Introduction of Objective Structured Clinical Examination, an assessment method for undergraduate students in a dental school

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