Students’ self‐assessment of competencies in the phantom course of operative dentistry
- 19 January 2019
- journal article
- research article
- Published by Wiley in European Journal of Dental Education
- Vol. 23 (2), 204-211
- https://doi.org/10.1111/eje.12422
Abstract
Introduction The aim was to assess the competencies of undergraduate students in their roles of dental expert, scholar, communicator, collaborator, health advocate, manager, professional. Materials and Methods For this retrospective, pseudonymized observational study (pre‐ / post‐testing), students in two cohorts in their first clinical semester in operative dentistry were asked to judge their competencies (1 = very good to 6 = insufficient) with a learning objective catalogue designed at the Goethe University Frankfurt (modelled after the National Competency‐Based Learning Objective Catalogue Dentistry), at the beginning and end of their phantom course. In order to relate the students’ subjective competency judgements to objective evidence of their skills, at the end of the semester their marks from the summative Objective Structured Practical Examination (OSPE) were compared with the subjective judgement of their exam performance before the final results were known. Results The reliability of the evaluation sheet was evaluated with Cronbach's alpha 0.98. The students judged their competencies as “sufficient” (4.23 ± 0.51) at the beginning and “satisfactory” (2.82 ± 0.43) at the end. A significant improvement in competencies was observed within all roles. The students’ subjective judgement of the exam results (3.66 ± 0.62) was significantly correlated with the actual marks (3.69 ± 0.83) in the OSPE at 0.3547 (p = 0.0015). Conclusion The evaluation instrument showed excellent reliability. The students judged that their competencies significantly increased during the semester. The triangulation with the actual marks in the context of an OSPE demonstrated a significant correlation with the students’ exam judgements.Keywords
This publication has 20 references indexed in Scilit:
- Teaching and assessment of communication skills in undergraduate dental education – a survey in German‐speaking countriesEuropean Journal of Dental Education, 2016
- Evaluating differently tutored groups in problem-based learning in a German dental curriculum: a mixed methods studyBMC Medical Education, 2016
- Self‐assessment of competencies in dental education in Germany – a multicentred surveyEuropean Journal of Dental Education, 2015
- Competency-structured case discussion in the morning meeting: enhancing CanMEDS integration in daily practiceAdvances in Medical Education and Practice, 2015
- The Video Interaction Guidance approach applied to teaching communication skills in dentistryEuropean Journal of Dental Education, 2015
- 21st Century-based Soft Skills: Spotlight on Non-cognitive Skills in a Cognitive-laden Dentistry ProgramEuropean Journal of Contemporary Education, 2015
- Improvements in CanMEDS competencies for medical students in an interdisciplinary and voluntary settingAdvances in Medical Education and Practice, 2014
- Dental students' reflective habits: is there a relation with their academic achievements?European Journal of Dental Education, 2014
- Assessing graduating dental students’ competencies: the impact of classroom, clinic and externships learning experiencesEuropean Journal of Dental Education, 2011
- Accuracy of Physician Self-assessment Compared With Observed Measures of CompetenceJAMA, 2006