Development and Implementation of an Electronic Clinical Formative Assessment: Dental Faculty and Student Perspectives

Kirkup, Michele L.; Adams, Brooke N.; Meadows, Melinda L.; Jackson, Richard

doi:10.1002/j.0022-0337.2016.80.6.tb06126.x

Cited by 5 publications

(5 citation statements)

References 18 publications

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“…As each new faculty member was hired, he or she was required to participate in a day‐long orientation that included meeting the administrative deans or departmental chairs to discuss job expectations, a tour of the facility, a human resources presentation to discuss credentialing, and an introduction to IUSD's electronic health record system (axiUm). Additionally, new faculty members attended a formalized two‐hour presentation about the comprehensive care clinics, the teaching of clinical policies and procedures, and the training and evaluation of students using IUSD's formative assessment system 12 . During this presentation, the new faculty members received teaching materials and instructional resources.…”

Section: Methodsmentioning

confidence: 99%

New Clinical Faculty Training Program: Transforming Practicing Dentists into Part‐Time Dental Faculty Members

Adams

Kirkup

Willis

et al. 2017

Journal of Dental Education

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At Indiana University School of Dentistry, a New Clinical Faculty Training (NCFT) program was created with the primary goals of informing new part-time faculty members of clinical policies and assessment guidelines and thus developing qualified and satisfied faculty members. The aim of this study was to determine if participation in the training program improved the participants' satisfaction and competence in comparison to their colleagues who did not participate in the program. Two cohorts were compared: a control group of part-time faculty members who did not receive formal training when they were hired (n=21; response rate 58.3%); and the intervention group, who had participated in the NCFT program (n=12; response rate 80%). A survey of faculty members in the control group gathered information on their experiences when initially hired, and a pretest was administered to measure their knowledge of clinical policies. After the control group was given an overview of the program, their feedback was collected through post surveys, and a posttest identical to the pretest was given that found statistically significant increases on questions one (p=0.003) and four (p=0.025). In February 2014, 15 new faculty members participated in the pilot implementation of the NCFT program. Of those 15, 12 (the intervention group) completed follow-up surveys identical to the pre survey used with the control group. Statistically significant differences were found for the factors clinical teaching (p=0.005) and assessment training (p=0.008) with better responses for the NCFT group. These results suggest that participation in the program was associated with improved clinical teaching knowledge and job satisfaction.

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Section: Methodsmentioning

confidence: 99%

New Clinical Faculty Training Program: Transforming Practicing Dentists into Part‐Time Dental Faculty Members

Adams

Kirkup

Willis

et al. 2017

Journal of Dental Education

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“…All dental schools have their preclinical students acquire incremental skills with procedures and classroom didactics, but beyond those common traits, we found that assessments of mastery of preclinical skills and knowledge varied from school to school. Of some concern, we found that many schools used OSCEs and typodont‐based exams, despite studies finding those forms of assessment had weak predictive and correlation values for determining clinical competence 6,7,24,25 . One study found that grading in summative assessments was inflated by the instructors’ perspective, possibly due to lack of calibration or to avoid negative interactions with students 25 …”

Section: Discussionmentioning

confidence: 92%

“…There has been an effort in medical and dental education recently to go beyond the status quo to improve formative assessments and student feedback to enhance student learning 12,15,16,21,24,26 . Progress Survey Systems, Formative Feedback Models, Non‐Grading Clinical Assessment Programs, EPAs, and Structured Clinical Exercises have all been formative assessments developed in the last few years to address student learning, feedback, and preparedness 21,24,26,27 . EPAs have shown benefits in medical education as formative milestones that lead to better competency assessment of surgeons, which may resonate with dentistry.…”

Section: Discussionmentioning

confidence: 99%

Preclinical Competency Testing in North American Dental Schools and Opinions About Possible Standardization

Roberts¹,

Delapp²,

Florento³

et al. 2020

Journal of Dental Education

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In the U.S., the Commission on Dental Accreditation (CODA) requires that dental schools use competency-based assessments and standardized levels of proficiency to ensure that students are prepared for patient care after graduation. No such comprehensive standardized preclinical testing is required in the CODA standards. The aim of this study was to determine the use of preclinical competency assessments for students transitioning from preclinical to clinical education in North American dental schools and respondents' perceptions of the need for standardization in preclinical testing. An electronic survey was sent to the academic deans of all 76 U.S. and Canadian dental schools in July 2018 asking if the school used competency exams to assess preclinical students prior to entering patient care and, if so, about the type of tests and disciplines tested, student remediation, and reasons for revisions. The survey also asked for the respondents' perspectives on potential preclinical assessment standardization. Respondents from 28 U.S. and two Canadian schools participated in the survey, for a 39.5% response rate. The majority (92.3%) of respondents said their school considered preclinical competency assessments to be good indicators of students' readiness for transitioning into patient care, yet 40.0% reported their schools had no comprehensive preclinical testing, and 13.8% had no preclinical testing in endodontics, periodontics, prosthetics, or restorative dentistry. Regarding type of comprehensive preclinical assessment used, 71.4% reported using typodont-based exams, 46.4% used written comprehensive exams, and 42.9% used objective structured clinical examinations (OSCEs); respondents could select all that applied on this item. Of the respondents whose schools had preclinical competency assessments, 72.4% had a review mechanism in place to evaluate its effectiveness. Overall, this study found that 60% of the participating schools had some form of preclinical testing, but there were no agreed-upon competencies to determine preclinical dental students' readiness for safe patient care in their clinical education.

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“…Various approaches of formative assessment have been reported to improve dental students’ performance on other aspects of dental education, including the structured clinical operative test (SCOT), tutor assessment following problem-based learning, online formative assessment via online exam questions, mini-objective structured clinical examination (mini-OSCE), direct observation of procedural skills (DOPS), and competency-based formative progress assessment system [ 12 – 17 ]. Another new approach that has been attempted and well-received by schools includes a streamlined electronic formative feedback model (FFM) developed by Indiana University School of Dentistry (IUSD) [ 18 ]. Multisource feedback from colleagues and patients had been reported to be well-accepted by dental postgraduate students as an effective formative assessment tool to improve on professionalism [ 19 ].…”

Section: Discussionmentioning

confidence: 99%

The effect of live demonstration and flipped classroom with continuous formative assessment on dental students’ orthodontic wire-bending performance

et al. 2021

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Background Wire-bending skills is commonly taught through live demonstrations (LD) though flipped classroom (FC) method has gained popularity. Continuous formative assessment promotes personalised learning via closely monitored progress, with the identification of students’ strengths and weaknesses. This study aims to evaluate the effects of LD and FC teaching methods, supplemented with continuous formative assessment, on dental students’ learning of wire-bending skills for six types of removable orthodontic appliance components. A deeper understanding of the relative effectiveness between LD and FC teaching methods can help identify the most appropriate method to achieve student learning objectives, which is especially important given the current Covid-19 pandemic. Methods Forty third-year undergraduate dental students were randomly assigned into FC (n = 20) or LD (n = 20) cohort. Each student attended six teaching sessions, each to teach students’ competency in fabricating one type of wire component, for a total competency in fabricating six wire components over the course of six teaching sessions. Either LD or FC teaching methods were used. After each session, wire assignments had to be submitted. Wire assignments were then evaluated using a blinded wire-bending assessment protocol. As part of their formative assessment, the assessment results were distributed to students, lecturers, and technicians before the next session. After the first session (T0) and at the end of all six sessions (T1), students completed a self-reported questionnaire. Results The mean wire-bending scores for FC were significantly higher than LD for two of the six assignments, namely the Adams clasp (p < 0.01) and Z-spring (p = 0.03). Scores for both LD and FC increased significantly over time, which may be attributed to formative assessment. There was no statistically significant correlation between wire-bending scores and video usage. Students were satisfied with both teaching methods, according to T0 and T1 questionnaires. Conclusions Both LD and FC are equally effective in transferring practical orthodontic wire-bending skills and well-received by students. Continuous formative assessment may have enhanced students’ learning of orthodontic wire-bending skills. Further studies with control group are recommended to investigate the effect of formative assessment on teaching practical dental skills.

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Development and Implementation of an Electronic Clinical Formative Assessment: Dental Faculty and Student Perspectives

Cited by 5 publications

References 18 publications

New Clinical Faculty Training Program: Transforming Practicing Dentists into Part‐Time Dental Faculty Members

New Clinical Faculty Training Program: Transforming Practicing Dentists into Part‐Time Dental Faculty Members

Preclinical Competency Testing in North American Dental Schools and Opinions About Possible Standardization

The effect of live demonstration and flipped classroom with continuous formative assessment on dental students’ orthodontic wire-bending performance

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