Increasing clinical relevance in oral radiology: Benefits and challenges when implementing digital assessment

Abstract

In conclusion, the digital layout increases efficiency and clinical relevance of examinations to a certain extent. Obstacles were found in limitations related to image presentation and lack of overview of the examination. The latter challenge raises questions related to developing suitable assessment software.

How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions

“…The populations in these student cohorts were respectively n = 16, n = 32, n = 18 and n = 22. The aim of the student interviews -which were originally conducted as part of another research project focussed on the digitisation of the written exam for the oral-radiology coursewas to investigate how students in the current study programme experienced the conversion from analogue to digital exams (De Lange et al, 2018) and video-based assignments (De Lange et al, 2020). Students were interviewed at the end of the fifth semester, which occurs around six months after the summative written exam in oral radiology is administered.…”

“…These settings include seminar teaching and clinical training, both of which are integrated throughout the first and second year, ending in a written exam in oral radiology at the end of the fourth semester and an integrated practical examination (including oral radiology) at the end of the sixth semester. In addition, teachers formatively assess and provide feedback on practical competencies during teaching and clinical trainings throughout the four semesters (De Lange et al, 2018). See Table 1 for an overview of the study programme's structure.…”

“…The preparation for such situations cannot take place in isolation and out of context. Instead, students need to develop good professional habits that will allow them to later make professional decisions based on appropriate knowledge, practical skills and moral reasoning in an integrative manner (De Lange et al, 2018, 2020.…”

How can video‐based assignments integrate practical and conceptual knowledge in summative assessment? Student experiences from a longitudinal experiment

“…The oral radiology coursework, which comprises eight ECTS credits, 2 is organised so that teaching, clinical training and practice are integrated throughout the programme in the first and second years; a final summative examination is conducted at the end of the fourth semester. In addition to this examination, practical competencies are formatively assessed during teaching and clinical training throughout these four semesters (de Lange et al , 2018). The current study is based on observations of students participating in this dental hygienist bachelor programme (as displayed in Table 1).…”

“…3 3 The project covered several aims, such as the functioning of the assessment platform, the structuring of tasks within the platform, visual presentations of images, etc. For further elaboration, see de Lange et al (2018). …”