Dental Students’ Preparation and Study Habits for the National Board Dental Examination Part I

There is a great deal of excitement in higher education about the value of adaptive learning to personalize learning paths according to students' individual needs. The authors explored the impact of an Adaptive Learning Platform (ALP) on learning, by comparing learning effectiveness between dental students who used the ALP in a blended learning environment formatively and summatively compared with students who did not use the ALP (i.e., face-to-face), as measured by students' performance on the final exam in a single review preparatory course during the academic years 2013-2018. Paired t-tests showed significant improvement in post-test scores across different course instructional modalities (P < 0.01). The learning gain was greater for students who studied using the ALP summatively (t = 26.20) than those who used it formatively or studied using a faceto-face format (t = 13.10 and 14.13, respectively). Controlling for pre-test scores, analysis of covariance tests indicate that: (1) intervention groups (formative and summative ALP) scored significantly higher than the traditional group (B = 9.34 points, P < 0.01, for summative ALP group) and (B = 4.47 points, P < 0.05, for formative ALP group), and (2) summative ALP group scored significantly higher than formative ALP group (B = 4.84 points, P < 0.05). This study provides empirical evidence that an adaptive learning intervention can have a significant impact 1294

Section: Discussionmentioning

confidence: 99%

Effectiveness of an adaptive eLearning intervention on dental students’ learning in comparison to traditional instruction

Alwadei

Tekian

Brown

et al. 2020

“…Some respondents indicated they will address these challenges directly by administering INBDE preparatory review sessions. A respondent from one school reported employing “online integrated multimedia modules that show basic science principles in the context of frequent and critical medical conditions.” Dental schools may need to explore other avenues of student support such as curricular release for student‐directed studying, condensing or decompressing certain courses in the schedule, or altering the time at which students are urged to take the board exam 8 . School administration will need to determine an optimal time in the curriculum for students to take the exam after which the necessary educational content has been presented.…”

Section: Discussionmentioning

confidence: 99%

U.S. Dental Schools’ Preparation for the Integrated National Board Dental Examination

Duong

Cothron

Lawson

et al. 2018

An Integrated National Board Dental Examination (INBDE) combining basic, behavioral, and clinical sciences will be implemented in 2020 to replace the current two-part National Board Dental Examination required for all candidates who seek to practice dentistry in the U.S. The aims of this study were to determine how U.S. dental schools are preparing for implementation of the INBDE and to assess their top administrators' attitudes about the new exam. A total of 150 deans, academic deans, and other administrators at all 64 U.S. dental schools with graduating classes in 2016 were emailed a 19-question electronic survey. The survey questions addressed the respondents' level of support, perceived benefits and challenges, and planned preparation strategies for the INBDE. The individual response rate was 59%, representing 57 of the 64 schools. Approximately 60% of the respondents either agreed or strongly agreed that they support the integrated exam, while roughly 25% either somewhat or strongly disagreed. While most respondents (72%) reported that their institutions would be prepared for the INBDE, 74% reported that the merged exam created additional strain for their institutions. Respondents reported viewing content integration and clinical applicability as benefits of the INBDE, while required curriculum changes and student preparedness and stress were seen as challenges. Most of the respondents reported their schools were currently employing strategies to prepare for the INBDE including meetings with faculty and students and changes to curricula and course content. The beginning of the fourth year and the end of the third year were the most frequently reported times when schools planned to require students to take the INBDE, although almost half of the respondents did not yet know what it would be required at their school. Several schools were reconsidering using the boards as a passing requirement. This study found that support for the INBDE was not universal, but strategies are under way to prepare students, faculty, and curricula for this new means of assessment.

“…In preparing their students for taking standardized licensure examinations, many educational programs utilize some form of supplemental instruction. The literature provides many examples of preparation courses and predictors for national examination success in nursing, medicine, pharmacy, and allied health sciences 2 , 4–10 . These reports document that various preparation methods can significantly improve candidates’ overall confidence and satisfaction when preparing for their licensure examinations.…”

Section: Examination Preparation In the Health Professionsmentioning

confidence: 99%

“…Formal review sessions, Dental Decks, board review books, class notes, and textbooks, along with released exams, have all been identified as the most helpful study materials 10 . Hawley et al found that students preferred using Dental Decks and the released exams as primary methods of preparation 2 . As with nursing, the most reliable predictor of performance on the NBDE Parts I and II was the average number of reported hours studied per week.…”

Section: Examination Preparation In the Health Professionsmentioning

confidence: 99%

“…Although the schedule varies from institution to institution and student to student, the NBDE Part II is typically taken towards the end of the fall semester during students’ fourth and final year of study. In 2007, the format of the exams was modified from paper and pencil to web–based; the exam can now be completed at an assigned testing site at any time as long as the student meets the testing requirements of either being enrolled in an accredited dental school (and certified by an academic dean) or obtaining a certification of eligibility 2 …”

mentioning

confidence: 99%

See 1 more Smart Citation

Development and Implementation of Online National Board Dental Examination Review Courses

Gadbury‐Amyot

Austin

Overman

2013

Failure on the National Board Dental Examination (NBDE) Parts I and II has troubling consequences for dental students, faculty members, and school administrators. Since the NBDE is a high–stakes exam for all involved, it is important to determine effective strategies to help students prepare. The purpose of this article is to describe the development and implementation of online NBDE Parts I and II Review Courses by the faculty and administration at the University of Missouri–Kansas City School of Dentistry. The courses are taught by faculty members who are content experts. By utilizing distance technology, students in any geographic location can review the material at the time, place, and pace that are most convenient. Early outcomes show that 592 students from thirty–two states have participated in the courses since they were first offered in 2010–11. In post–course evaluations, students report that participation in the courses encouraged them to spend more time preparing for the exam and that the associated PowerPoint slides/handouts provided structure for their review. The literature suggests that multiple modalities are most effective in preparing for the NBDE. These online review courses can serve as a beneficial component of a student's preparation regimen.