The impact of COVID‐19 pandemic on student performance and self‐evaluation in preclinical operative dentistry

Abstract

Introduction During the COVID‐19 pandemic, dental schools were required to reformat their curricula to accommodate regulations mandated to protect the health of students and faculty. For students enrolled in the Operative Dentistry preclinical courses at the Harvard School of Dental Medicine (HSDM), this modified curriculum included frontloading the course with lectures delivered remotely, followed by in‐person laboratory exercises of learned concepts. The aim of this article was to determine the impact that the modifications had on student performance and student self‐evaluation capabilities. Materials and methods Thirty‐eight students were introduced to this restructured course. Their performance in a final multiple‐choice (MC) examination, four preclinical laboratory competency assessments (class II amalgam preparation and restoration, class III composite preparation and restoration) and their self‐assessment of these preclinical competency assessments were then compared with the pre‐COVID pandemic (P‐CP) classes from years 2014 to 2019 ( n = 216 students). Linear regressions were performed to determine differences in mean faculty scores, self‐assessment scores, student‐faculty score gaps (S‐F gaps) and absolute S‐F gaps seen between the class impacted by the pandemic and the P‐CP classes. Results The results demonstrated that students during the COVID‐19 pandemic (D‐CP) had a higher average faculty score in all four preclinical laboratory competency assessments and in the final MC examination. In addition, the S‐F gap was smaller in this cohort as compared with the P‐CP classes. Conclusion Despite the challenges of restructuring the preclinical curricula, D‐CP students performed better than their P‐CP predecessors in multiple facets of this Operative Dentistry course including self‐assessment accuracy.

Does Self-Efficacy Affect Clinical Reasoning in Dental Students?

“…Similar results were found in the dental literature regarding the effect of the pandemic curriculum modification on the performance of dental students who performed even better than their predecessors. 28 …”

Association of admissions factors with student performance in preclinical operative dentistry

“…Interrater reliability (IRR) of the faculty members grading the exams was evaluated with an absolute agreement ranging between 0.73 and 0.81 and consistency between 0.74 and 0.84 of the preclinical exercises, indicating a strong interexaminer agreement. 16 The mean faculty score was utilized as the student's baseline preclinical performance grade and was compared to the student's self-assessment score. The difference between the student's self-assessment score and the mean faculty's grade is the student-faculty (S-F) gap, which is used as a self-assessment skill score.…”

“…Over the seven years, the same two calibrated faculty members independently graded all the students’ preparations and restorations. Interrater reliability (IRR) of the faculty members grading the exams was evaluated with an absolute agreement ranging between 0.73 and 0.81 and consistency between 0.74 and 0.84 of the preclinical exercises, indicating a strong interexaminer agreement 16 …”

3D Digital technology as an alternative educational tool in preclinical dentistry

“…This approach has been supported by numerous studies and demonstrates relevant uses for digital analysis. In particular, identifying deficiencies not detected by traditional assessment processes, repeating assessments without bias and eliminating subjective influence to improve objective evaluations 1,2,3 …”

“…In particular, identifying deficiencies not detected by traditional assessment processes, repeating assessments without bias and eliminating subjective influence to improve objective evaluations. 1,2,3 In essence, 3D technology can provide students with a clear and objective preparation guide that allows them to self-evaluate their work, whilst reducing their dependence on instructor feedback and increasing their self-directed learning. 4 The use of digital can improve both theoretical assimilation and practical learning experience.…”