The periodontal senior case clinical challenge: Students’ opinions of a formative virtual assessment during the COVID‐19 emergency

Abstract

Introduction Due to COVID‐19, innovative, virtual educational methods are being developed to provide students with learning experiences comparable to established clinical practices. Our objective was to produce the Periodontal Senior Case Clinical Challenge (PSCCC) that would provide fourth‐year students an alternative for senior case presentations and would be a formative assessment for which student opinions would be provided and analysed. The PSCCC would utilise an online, case‐based, written, clinical assessment and follow‐up, structured discussion to challenge students to demonstrate ability to apply didactic periodontal knowledge to patient‐based experiences. We hypothesised the PSCCC would provide effective learning and a formative assessment. Material and Methods Relevant didactic resources were distributed to 48 students for independent review. The PSCCC was delivered in two sections, (1) a case‐based assessment via a virtual classroom with written student responses, and (2) oral discussions conducted via virtual meetings that were moderated and assessed by ten periodontists, with the collaboration of nine residents. A voluntary six‐statement survey was used to evaluate the students’ opinions of the PSCCC. The scores for 75% (36/48) of students who participated were evaluated for statistical and clinical importance. Results The value of our PSCCC was supported by 91.7% (33/36) of the analyses (p < .0008). Discussion The PSCCC was a successful alternative pathway to assess students’ clinical and didactic integrated knowledge in periodontics. It provided a unified vision of treatment of the selected case, building on all aspects of the students’ periodontal education whilst allowing interaction in a simultaneous, three‐tiered educational approach, involving dental students, periodontal residents and faculty. Conclusion In support of our hypothesis, for each of the 6 statements, ≥94.44% (34/36) of the scores given by the students were considered exceptionally strong clinical support for our pedagogical strategy that combines educational resources and can be successfully implemented in other programmes.

Dental education practices during COVID‐19: A scoping review

“…Nine articles were categorized in this domain, with each study assessing students virtually. 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 Three of the studies were related to objective structured clinical examination (OSCE), a case‐based summative examination used for clinical assessment. 12 , 17 , 18 The remaining six articles focused on general online assessment, excluding the OSCE.…”

“… 12 , 17 , 18 The remaining six articles focused on general online assessment, excluding the OSCE. 13 , 14 , 15 , 16 , 19 , 20 …”

“…12,17,18 The remaining six articles focused on general online assessment, excluding the OSCE. [13][14][15][16]19,20 The OSCE assessment shifted to an online format due to COVID-19 using Canvas, Moodle, and Zoom as the virtual platforms to deliver assessments to dental students. 12,17,18 Overall, the OSCEs were implemented successfully by determining competency through demonstration of knowledge.…”

“…12,17,18 In terms of general online assessment, studies employed oral health interviewing, treatment planning, recorded lectures, laboratory for anatomy assessment, case studies for a periodontal senior clinical case challenge, instrumentation assessment with video, and program exit exams. [13][14][15][16]19,20 Zoom was primarily used as the virtual platform to deliver the general online assessments along with Microsoft Teams, Blackboard, Big Blue Button, and Flipgrid. Largely, the general online assessments had positive outcomes, and instructors felt students were given the opportunity to demonstrate their knowledge.…”

The effect of a mobile application for learning about traumatic dental injuries during the COVID-19 pandemic

“…Preventive measures instituted to limit a spread of the COVID-19 among population, such as social distancing and self-isolation, have initiated the closure of primary, secondary and higher educational institutions around the world [1]. In their efforts to mitigate the immediate impact of school closures, many universities and faculties have replaced the traditional methods of teaching with distance teaching (and learning) [2]. As it was impossible to predict the duration of a self-isolation period, distance learning has been based primarily on electronic communication between students and teachers, i.e., on e-learning.…”