Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy

Ali, Kamran; Cockerill, Josephine; Zahra, Daniel; Tredwin, Christopher; Ferguson, Colin

doi:10.1186/s12909-018-1357-1

Cited by 13 publications

(18 citation statements)

References 29 publications

(36 reference statements)

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“…The least experienced students felt the highest level of stress while fifth year students who had worked with living patients managed their stress better. These results are consistent with the literature (Piazza-Waggoner et al, 2003;Ali et al, 2018;Davidovich et al, 2015), which indicates that clinical work with a living patient is more stressful than the first contact with mechanical dental equipment and the precise preparation of the cavity in a phantom tooth, despite having additional training or experience.…”

Section: Discussionsupporting

confidence: 92%

“…When training in clinical practice, students have direct contact with patients who may be in pain and fearful of dental examinations and procedures (Ali et al, 2018). Our findings support the results demonstrated by Abu-Ghazaleh, Sonbol & Rajab (2016) that stress in dental students at the University of Jordan increased over the years of the clinical training; fifth-year students showed especially high levels of psychological stress due to an increased awareness of the expectations and responsibilities of their work.…”

Section: Introductionsupporting

confidence: 86%

“…Dental students appear to be more at-risk for stress than students from other faculties, including medical students, because the need to acquire extensive knowledge is combined with manual training, which is practiced in a preclinical simulation center and then in clinical practice (Ali et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Evaluating the stress-response of dental students to the dental school environment

Mocny‐Pachońska

Doniec

Trzcionka

et al. 2020

PeerJ

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Introduction and Objective Dentists experience high amounts of professional stress beginning with their student years in dental school. This stress, given its early onset, may negatively impact the personal and professional lives of these individuals, as well as the quality of their clinical work. We sought to create an objective scale to evaluate the levels of stress in students at different stages of their education, as well as in practicing physicians. Materials and Methods Thirty dental students participated in this study, with 10 students each selected from junior, mid-senior, and senior classes. They were randomly divided into two groups in which one group was subjected to stressors while the other group was not. JINS MEME ES_R (JINS) smart glasses and Garmin Vivoactive 3 smartwatches were used to obtain data, including electrooculography (EOG), heart rate (HR), and accelerometer (ACC) and gyroscope (GYRO) feedback, while the subjects performed a dental exercise on a phantom tooth. Results The heart rates of more experienced students were lower than those of the junior students. The EOG, ACC, and GYRO signals showed multiple differences in the measurement of amplitudes and frequency of episodes. Conclusion Our pilot results show that electronic tools, like smart glasses with software and sensors, are useful for monitoring the stress levels of dental students in preclinical operating conditions. We would like to further assess the stress levels in students performing dental procedures on phantom teeth and in later clinical interactions with patients.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionsupporting

confidence: 86%

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Evaluating the stress-response of dental students to the dental school environment

Mocny‐Pachońska

Doniec

Trzcionka

et al. 2020

PeerJ

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“…Da mesma forma, os alunos consideram o TP uma importante forma de avaliação. Dados semelhantes foram encontrados no estudo de Ali, Cockerill, Zahra, Tredwin e Ferguson 16 realizado com estudantes de graduação em Medicina, Odontologia e Terapia Dentária. Nesse estudo, os participantes foram convidados a responder anonimamente a um questionário on-line, cujo propósito era compartilhar as percepções e experiências deles em relação aos testes de progresso.…”

Section: Discussionunclassified

Percepção dos Acadêmicos de Medicina sobre o Teste de Progresso

Sartor

Rosa

Madeira

et al. 2020

Rev. bras. educ. med.

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Introduction: The Progress Test was created to address the necessity of measuring the level of knowledge consolidation along the years of Medical school. The test is administered periodically to all students in a curriculum, assessing the student’s cognitive growth throughout their journey at undergraduate level. In addition to assessing the student individually, the test evaluates the institution, showing in which areas its curriculum base should be improved. The aim is to assess the Universidade do Extremo Sul Catarinense student’s perception of the Progress Test. Methods: A cross-sectional study was performed. Data was collected through questionnaires created by the researchers and applied to medical students - the ones who took the Progress Test at least once - from October 15th to November 30th, 2018. The statistical analysis was performed with a 95% confidence interval. Results: A response rate of 70.41% was obtained, with a total of 424 questionnaires being included in the research. Demographic data showed a predominance of female gender (60,4%) and white ethnicity (96,2%) in the population and a mean age of 23 years. In all semesters (early, intermediate and final ones) the participants knew the goal of the progress test, and most students consider it important. It was also observed that the majority of the students considered clinical surgery and collective health as their worst performance in the test. In clinical medicine, pediatrics, and gynecology-obstetrics, the students of the intermediate and final semesters were satisfied with their level of knowledge. “To evaluate the student’s progress/performance” was highlighted as the most positive point. Among the negative ones “decrease the number of questions so the test is not as extensive” was emphasized. Conclusion: The students of the sample consider the Progress Test important and know about its purpose. The final third of the Medical School is the one who feels most prepared to face the test. The main fields to which the students attributed their worst performance were clinical surgery and collective health. Regarding clinical medicine, pediatrics, gynecology, and obstetrics the students were satisfied with their knowledge.

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“…The average test frequency is twice a year as is the case with the PTM ( 3 ), the University of Limerick, Limerick, Ireland ( 12 ) or the psychological PT of Witten/Herdecke University, Witten, Germany ( 7 ). Furthermore, some Universities perform PTs once a year, e.g., the competency-based formative PT with student-generated MC questions, Ruprecht Karls University of Heidelberg, Heidelberg, Germany ( 18 ) or up to four times a year as in the Dutch medical PT ( 19 ) and for the Bachelor of Medicine and Bachelor of Surgery Courses at the University of Plymouth, Plymouth, England ( 20 ).…”

Section: Introductionmentioning

confidence: 99%

Status Quo of Progress Testing in Veterinary Medical Education and Lessons Learned

et al. 2020

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Progress testing is an assessment tool for longitudinal measurement of increase in knowledge of a specific group, e.g., students, which is well-known in medical education. This article gives an overview of progress testing in veterinary education with a focus on the progress test of the German-speaking countries. The "progress test veterinary medicine" (PTT) was developed in 2013 as part of a project by the Competence Centre for E-Learning, Didactics and Educational Research in Veterinary Medicine-a project cooperation of all German-speaking institutes for veterinary medicine in Germany, Austria, and Switzerland. After the end of the project, the PTT was still continued at six locations, at each of the five German schools for veterinary medicine and additionally in Austria. Further changes to the PTT platform and the analysis were carried out to optimize the PTT for continuing to offer the test from 2017 to 2019. The PTT is an interdisciplinary, formative electronic online test. It is taken annually and is composed of 136 multiple-choice single best answer questions. In addition, a "don't know" option is given. The content of the PTT refers to the day 1 competencies described by the European Association of Establishments for Veterinary Education. The platform Q-Exam ® Institutions (IQuL GmbH, Bergisch Gladbach, Germany) is used for creating and administrating the PTT questions, the review processes and organizing of the online question database. After compiling the test by means of a blueprint, the PTT file is made available at every location. After the last PTT in 2018, the link to an evaluation was sent to the students from four out of these six partner Universities. The 450 analyzed questionnaires showed that the students mainly use the PTT to compare their individual results with those of fellow students in the respective semester. To conclude our study, a checklist with our main findings for implementing progress testing was created.

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Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy

Cited by 13 publications

References 29 publications

Evaluating the stress-response of dental students to the dental school environment

Evaluating the stress-response of dental students to the dental school environment

Percepção dos Acadêmicos de Medicina sobre o Teste de Progresso

Status Quo of Progress Testing in Veterinary Medical Education and Lessons Learned

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