Admissions data as predictors for student performance in restorative dentistry

Watrous, Olivia; Grieco, Peter C.; Aldosari, Muath; Park, Sang E.

doi:10.1002/jdd.12889

Cited by 3 publications

(1 citation statement)

References 13 publications

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“…Some have called for a more precise definition of "academic success" and how it contrasts with its close counterpart "academic achievement," which is primarily based on grade point average. 11 The six core components identified by York et al and previous research in dental education suggest that academic metrics are certainly relevant but alone insufficient [12][13][14] in defining and predicting dental student success. Recent studies have investigated a broad swath of non-academic characteristics underlying dental student academic success in professional schools, such as self-confidence, 3 self-efficacy, 15 psychological aspects, 16 and conscientiousness.…”

Section: Introductionmentioning

confidence: 99%

Defining success in healthcare education: US dental student and faculty perspectives

Cruz Walma,

Khoynezhad

et al. 2023

Journal of Dental Education

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Purpose/objectives Academic metrics and clinical performance are necessary but alone insufficient in describing success in dental education. This paper identifies themes critical for dental student success as commonly cited by both dental students and faculty. Methods Dental faculty interviews and pre‐doctoral D2/D3/D4 student focus groups at two dental institutions generated data for thematic analysis. Themes were individually identified then merged, compared, and contrasted to establish a definitive list of key themes reflected in student and faculty comments. Results Twenty‐five pre‐doctoral students participated in one of four focus groups (two focus groups at each dental institution). Thirteen dental education faculty across two institutions participated in structured interviews. Thematic analysis produced five overlapping themes identified by both students and faculty across the two institutions: seeking understanding, collaborative spirit, personal ownership, organization, and broadened perspective. Faculty‐specific themes identified long‐term retention, a strong moral compass, and self‐sufficiency as critical for student success. Student‐specific themes identified their most successful peers to have a positive attitude, a perspective focused on personal investment and self‐care, as well as access to professional mentors. Conclusion(s) Both faculty and students in dental education perceive behaviors illustrative of a growth mindset as hallmarks of success in the oral healthcare profession. Relatedly, students exemplifying resilience and/or grit must believe their efforts to be worthwhile and impactful.

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Section: Introductionmentioning

confidence: 99%

Defining success in healthcare education: US dental student and faculty perspectives

Cruz Walma,

Khoynezhad

et al. 2023

Journal of Dental Education

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Evaluating student performance assessment methods in Objective Structured Clinical Exam: perspectives and comparisons

Godwin,

Lin,

Bin Hamdan

et al. 2024

Journal of Dental Education

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PurposeThis study aims to evaluate how student performance and perspectives changed when the Objective Structured Clinical Exam (OSCE) assessment system was changed from a composite score to discipline‐specific grading at the Harvard School of Dental Medicine.MethodsThe retrospective study population consisted of all students (n = 349) who completed three OSCEs (OSCE 1, 2, and 3) as part of the predoctoral program during the years 2014–2023. Data on the students’ OSCE scores were obtained from the Office of Dental Education, and data on students’ race/ethnicity and gender were obtained from their admissions data.ResultsThe likelihood of a student failing the OSCE after the assessment system change significantly increased with an adjusted odds ratio of 20.12. After the change, the number of failed subjects per student decreased with an adjusted mean ratio of 0.48. Students perceived the OSCE as being less useful after the change. Independent of the grading change, OSCEs 1 and 2 were seen as more useful compared to OSCE 3, which is administered in the last year of the Doctor of Dental Medicine program.ConclusionThe discipline‐specific nature of the new assessment system helps focus on specific areas of remediation, rather than blanket remediation used previously, in order to isolate the actual areas of deficiency and to focus remediation efforts so that students can align their learning needs appropriately. Therefore, although the actual number of fails identified increased for the course, the assessment change has allowed for more directed, actionable information to be gained from the OSCE to prepare students to work toward competency standards.

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Learning analytics to explore the motivational profiles of non-traditional practical nurse students: a mixed-methods approach

Kleimola,

López-Pernas,

Väisänen

et al. 2023

Empirical Res Voc Ed Train

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Learning analytics provides a novel means to examine various aspects of students’ learning and to support them in their individual endeavors. The purpose of this study was to explore the potential of learning analytics to provide insights into non-traditional, vocational practical nurse students’ (N = 132) motivational profiles for choosing their studies, using a mixed-methods approach. Non-traditional students were somewhat older learners than those following a more straightforward educational pathway and had diverse educational or professional backgrounds. Institutional admission data and analytics were used to identify their specific study motives and distinct motivational profiles, and to illustrate the connections between the motives emerging in the motivational profiles. Furthermore, the association between the motivational profiles and study performance was examined. The results of qualitative content analysis indicated that non-traditional practical nurse students pursued such specialized training for various reasons, and that pragmatic, professional rationales were emphasized over prosocial, altruistic factors. Through the adoption of person-centered latent class analysis, three motivational profiles were identified: self-aware goal-achievers, qualification attainers, and widely oriented humanitarians. Additionally, the analyses of epistemic networks for the profiles showed the complex interplay between the motives, confirming that some motive connections appear to be more prominent than others. Moreover, the findings indicated that study motives reported at admission did not seem to dictate students’ later study performance, as no statistically significant associations were found between the motivational profile and the students’ final grade point average or study dropout. This investigation paves the way for more-targeted motivational support and the use of learning analytics in the context of vocational education and training.

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Admissions data as predictors for student performance in restorative dentistry

Cited by 3 publications

References 13 publications

Defining success in healthcare education: US dental student and faculty perspectives

Defining success in healthcare education: US dental student and faculty perspectives

Evaluating student performance assessment methods in Objective Structured Clinical Exam: perspectives and comparisons

Learning analytics to explore the motivational profiles of non-traditional practical nurse students: a mixed-methods approach

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