Evaluation of an assessment system for professionalism amongst dental students

Zijlstra‐Shaw, Sandra; Roberts, Trudie; Robinson, Peter G.

doi:10.1111/eje.12226

Cited by 9 publications

(13 citation statements)

References 29 publications

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“…Fourteen studies reported that programmatic assessment generated sufficient information to enable meaningful triangulation and high-stakes, robust decision-making [15,16,18,19,24,25,[29][30][31][32][37][38][39][40]. Arguments for this conclusion involved findings such as high levels of assessors' agreement [24,30,32,37]; the perceived fairness or acceptability by learners and teachers [23,24,30]; satisfactory reliability estimates [15, 23-25, 29, 31, 37]; the coherent nature of the program that ensured all competencies were considered [17, 18, 21, 22, 28-30, 34, 38]; and early detection of struggling learners [15,18,22,24,32,38], specifically of problematic progression on the domains of professionalism and communication, which went undetected prior to implementation [15,24].…”

Section: Theme 1: the Integration Of The Decision-making And Learningmentioning

confidence: 99%

“…The use of multiple assessments lowered the perceived stakes of individual assessments [22,33], guided better recall of past performance and stimulated users to monitor progress over time and focus on trends [16,17,20,21,25,27,28,33,35,38,40], and improved identification of strengths and weaknesses to facilitate tailored learning programs [15,16,18,22,24,27,28,32,33]. The programmatic approach sparked emphasis on direct observation and increased feedback [19-22, 28, 29, 34, 38] and enhanced dialogue on performance progress [20,22,28,29,34,40].…”

Section: Theme 2: the Delicate Interplay Between Quantity And Qualitymentioning

confidence: 99%

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Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education

Schut¹,

Maggio²,

Heeneman³

et al. 2020

Perspect Med Educ

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Introduction Programmatic assessment was introduced as an approach to design assessment programmes with the aim to simultaneously optimize the decision-making and learning function of assessment. An integrative review was conducted to review and synthesize results from studies investigating programmatic assessment in health care professions education in practice. Methods The authors systematically searched PubMed, Web of Science, and ERIC to identify studies published since 2005 that reported empirical data on programmatic assessment. Characteristics of the included studies were extracted and synthesized, using descriptive statistics and thematic analysis. Results Twenty-seven studies were included, which used quantitative methods (n = 10), qualitative methods (n = 12) or mixed methods (n = 5). Most studies were conducted in clinical settings (77.8%). Programmatic assessment was found to enable meaningful triangulation for robust decision-making and used as a catalyst for learning. However, several problems were identified, including overload in assessment information and the associated workload, counterproductive impact of using strict requirements and summative signals, lack of a shared understanding of the nature and purpose of programmatic assessment, and lack of supportive interpersonal relationships. Thematic analysis revealed that the success and challenges of programmatic assessment were best understood by the interplay between quantity and quality of assessment information, and the influence of social and personal aspects on assessment perceptions. Conclusion Although some of the evidence may seem compelling to support the effectiveness of programmatic assessment in practice, tensions will emerge when simultaneously stimulating the development of competencies and assessing its result. The identified factors and inferred strategies provide guidance for navigating these tensions.

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Section: Theme 1: the Integration Of The Decision-making And Learningmentioning

confidence: 99%

Section: Theme 2: the Delicate Interplay Between Quantity And Qualitymentioning

confidence: 99%

Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education

Schut¹,

Maggio²,

Heeneman³

et al. 2020

Perspect Med Educ

View full text Add to dashboard Cite

show abstract

“…The results of the present finding are in line with those of Zijlstra-Shaw et al, who stated that the dental professionalism is an essential requirement to practice dentistry that covers both abilities and personal qualities. Therefore, a program of assessment that promotes personal and professional development throughout the undergraduate dental education course is needed ( Zijlstra-Shaw et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

The Level of Program Learning Outcomes (PLOs) achievements among the Interns and Fresh graduates of the BDS program

Ahmedani

AlJameel

Hamithy

et al. 2020

The Saudi Dental Journal

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Objectives Success of Dental Program depends on the students’ performance measured in terms of Program Learning Outcomes (PLOs) achievement. The present study was carried out to evaluate the level of achievement of the PLOs among dental interns and fresh graduates as a direct measure for the success of the BDS program of the College of Dentistry, King Saud University. Methods An online survey instrument was used to seek the opinion of male and female dental interns and fresh graduates about the attainment of the PLOs distributed over 6 domains: patients’ care, communication & interpersonal skills, professionalism, practice management, information management & critical thinking, and health promotion domains on a five-point Likert scale. The data were analyzed using Minitab Statistical Software version 15.1.31.0. Descriptive as well as Chi-Square statistics were calculated to determine the significance of the responses to the levels of PLOs achievement at 0.05 level of significance. Results Levels of achievement of PLOs under the 6 domains indicated a good standard of planning, delivery, and evaluation of the BDS program. On an overall average score basis, the achievement of PLOs under the Communication-Interpersonal Skills domain ranked as highest with a score of 4.22 ± 0.88 followed by Professionalism (4.18 ± 0.85), Practice Management (4.03 ± 0.93), Patient care (3.94 ± 0.84) and Information Management-Critical Thinking domain with a score of 3.68 ± 0.96. The lowest score was achieved under Health promotion domain with a score of 3.60 ± 0.93. Statistically, no significant differences were found based on the graduation years and gender of the respondents. Conclusion The study revealed significant achievement of PLOs under all learning domains of the BDS curriculum taught at the College of Dentistry, King Saud University. However, achievement scores for Information Management, Critical Thinking, and Health Promotion domains require further improvement through reinforcement of the curriculum, updating of content, and teaching strategies.

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“…Professionalism within dental care has been studied by many researchers . While there is no single, clear, discrete definition of professionalism in dentistry, there are many themes that recur consistently within the descriptions of professionalism.…”

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confidence: 99%

“…Zijlstra ‐ Shaw et al . also described a conceptual framework of dental professionalism among dental students comprising the following eight domains: understands self; understands others; trustworthiness; ability to relate to context; vocational; altruistic; reliability; and accountability. Eli et al .…”

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confidence: 99%

Perceptions of the dental profession: a comparative analysis through scale development

Buldur

Armfield

2017

European J Oral Sciences

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Dentistry is a science‐based profession that has a close interaction with people and society. However, despite this close interaction, perceptions of the dental profession by both patients and dental professionals have received little research attention. The purpose of this study was to compare the perceptions of dentists, dental students, and patients toward the dental profession through the development and testing of the Dental Profession Perceptions Scale (DPPS). The DPPS contains a total of 17 items measured on a 5‐point Likert response scale. The DPPS showed excellent internal reliability (Cronbach's α = 0.92) and test–retest reliability (r = 0.93). Explanatory and confirmatory factor analyses of the DPPS showed that dentists’, dental students’, and patients’ perceptions of the dental profession could be grouped according to ‘status’, ‘human’, and ‘scientific’ factors. There were no statistically significant differences between participants’ DPPS total or sub‐scale scores according to dental group, gender, or income. The DPPS developed can be used in future studies as a psychometrically sound measuring tool. Further studies should examine the factors that may affect the perceptions of the dental profession in different societies and cultures.

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Evaluation of an assessment system for professionalism amongst dental students

Abstract: The assessment programme has good internal reliability and validity and suggests that basing an assessment system around the explicit theoretical model is a valuable educational tool.

Cited by 9 publications

References 29 publications

Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education

Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education

The Level of Program Learning Outcomes (PLOs) achievements among the Interns and Fresh graduates of the BDS program

Perceptions of the dental profession: a comparative analysis through scale development

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