Analysis of Undergraduate Dental Students' Self-Assessment and Faculty Assessment of Students' Structured Seminar Presentation in Clinical Oral Medicine
Main Article Content
Abstract
Introduction: Continuing Education skills will be accomplished when the student is able to direct their own learning needs, by exposing themselves to the art of unswerving assessment of their own learning methods. Aim: To investigate whether self-assessment of student led seminar presentation in a clinical oral medicine topic by undergraduate dental students could be related with faculty assessment. Materials and Methods: This cross-sectional study was done among year four undergraduate dental students. The students and the faculty assessed the student`s seminar presentation based on structured rubrics, that were analysed and discussed together. Results: The paired differences with regards to both the assessments were analysed, the p- value was less than 0.05, suggesting that there was significant difference in the marks between student`s and faculty`s assessments and that the students gave more grades to themselves when compared with the faculty. There was no statistical difference in assessment among male and female students. There was considerable difference between the two assessment mean scores among the low achiever group of students. Conclusion: Dental students generally overrated themselves and there was a definite gap between faculty and student assessment which could be bridged through organised and thoughtful training.
Downloads
Article Details
References
Boekaerts, M., Pintrich, P., & Zeidner, M. (2000). Self-Regulation: An Introductory Review. In M. Boekarts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 1-9). San Diego, CA: Academic Press.
http://dx.doi.org/10.1016/B978-012109890-2/50030-5
Boud, D., & Falchikov, N. (1989). Quantitative Studies of Student Self-Assessment in Higher Education: A Critical Analysis of Findings. Higher Education, 18(5), 529–549. https://doi.org/10.1007/BF00138746
Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24, 331-350. http://dx.doi.org/10.1080/03075079912331379935.
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education. Assessment in Education, 5, 7-74. http://dx.doi.org/10.1080/0969595980050102
Taras. (2001). The use of tutor feedback and student self-assessment in summative assessment tasks: Towards transparency for students and for tutors. Assessment and Evaluation in Higher Education, 26(6), 605–614.
https://doi.org/10.1080/02602930120093922
Abdalla, R., Bishop, S. S., Villasante-Tezanos, A. G., & Bertoli, E. (2021). Comparison between students’ self-assessment, and visual and digital assessment techniques in dental anatomy wax-up grading. European Journal of Dental Education, 25(3), 524-535. https://doi.org/10.1111/eje.12628
Chambers, D. W., & LaBarre, E. E. (2014). The effects of student self-assessment on learning in removable prosthodontics laboratory. Journal of dental education, 78(5), 668–680. https://doi.org/10.1002/j.0022-0337.2014.78.5.tb05719.x
Saadé, J. M., El-Khatib, W., Chedid, N. R., Makzoumé, J. E., El-Halabi, M. T., & El-Hage, F. (2022). Effect of self-assessment in a removable prosthodontics preclinical course on skills and competence. Journal of dental education, 86(4), 393–400. https://doi.org/10.1002/jdd.12821
Patel, S. A., Halpin, R. M., Keosayian, D. L., Streckfus, C. F., Barros, J. A., Franklin, D. R., Quock, R. L., Jeter, C. B., & Franklin, A. (2020). Impact of simulated patients on students' self-assessment of competency in practice of geriatric dentistry. Journal of dental education, 84(8), 908–916. https://doi.org/10.1002/jdd.12176
Evans, A. W., Leeson, R. M., & Petrie, A. (2007). Reliability of peer and self-assessment scores compared with trainers' scores following third molar surgery. Medical education, 41(9), 866–872. https://doi.org/10.1111/j.1365-2923.2007.02819.x
Mays, K. A., & Levine, E. (2014). Dental students' self-assessment of operative preparations using CAD/CAM: a preliminary analysis. Journal of dental education, 78(12), 1673–1680. https://doi.org/10.1002/j.0022-0337.2014.78.12.tb05846.x
Eva, K. W., & Regehr, G. (2011). Exploring the divergence between self-assessment and self-monitoring. Advances in health sciences education: theory and practice, 16(3), 311–329. https://doi.org/10.1007/s10459-010-9263-2
Wieck, M. M., McLaughlin, C., Chang, T. P., Rake, A., Park, C., Lane, C., Burke, R. V., Young, L. C., Cleek, E. A., Morton, I., Goodhue, C. J., Burd, R. S., Ford, H. R., Upperman, J. S., & Jensen, A. R. (2018). Self-assessment of team performance using T-NOTECHS in simulated pediatric trauma resuscitation is not consistent with expert assessment. American journal of surgery, 216(3), 630–635. https://doi.org/10.1016/j.amjsurg.2018.01.010
Satheesh, K. M., Brockmann, L. B., Liu, Y., & Gadbury-Amyot, C. C. (2015). Use of an Analytical Grading Rubric for Self-Assessment: A Pilot Study for a Periodontal Oral Competency Examination in Predoctoral Dental Education. Journal of dental education, 79(12), 1429–1436. http://dx.doi.org/10.1002/j.0022-0337.2015.79.12.tb06042.x
Fitzgerald, T. (1997). Medical student self-assessment abilities: Accuracy and calibration. The Annual Meeting of the American Educational Research Association in Chicago, IL, ERIC. https://eric.ed.gov/?id=ED410296
Tuncer, D., Arhun, N., Yamanel, K., Çelik, Ç., & Dayangaç, B. (2015). Dental students' ability to assess their performance in a preclinical restorative course: comparison of students' and faculty members' assessments. Journal of dental education, 79(6), 658–664. http://dx.doi.org/10.1002/j.0022-0337.2015.79.6.tb05938.x
Curtis, D. A., Lind, S. L., Dellinges, M., Setia, G., & Finzen, F. C. (2008). Dental students' self-assessment of preclinical examinations. Journal of Dental Education, 72(3), 265– 277. http://dx.doi.org/10.1002/j.0022-0337.2008.72.3.tb04492.x
Brown, G. T. L., & Harris, L. R. (2013). Student Self-Assessment. In J. H. McMillan (Ed.), The SAGE Handbook of Research on Classroom Assessment (pp.367-393). Thousand Oaks, CA: Sage. https://doi.org/10.12691/education-3-4-10.
Lew, M. D. N., & Schmidt, H. G. (2006). Reflection upon learning between theory and practice: A focus-group study of tutors' and students' perceptions. Erasmus University Rotterdam, The Netherlands.
Hadid S. (2017). Factors Influencing Nursing Student Self-Assessment in Relation to Instructor Assessment. The Journal of nursing education, 56(2), 70–76. https://doi.org/10.3928/01484834-20170123-03
Haist, S. A., Wilson, J. F., Elam, C. L., Blue, A. V., & Fosson, S. E. (2000). The Effect of Gender and Age on Medical School Performance: An Important Interaction. Advances in health sciences education: theory and practice, 5(3), 197–205. https://doi.org/10.1023/A:1009829611335
Vivekananda-Schmidt, P., Lewis, M., Hassell, A. B., Coady, D., Walker, D., Kay, L., McLean, M. J., Haq, I., & Rahman, A. (2007). Validation of MSAT: an instrument to measure medical students' self-assessed confidence in musculoskeletal examination skills. Medical education, 41(4), 402–410. https://doi.org/10.1111/j.1365-2929.2007.02712.x.
Lind, D. S., Rekkas, S., Bui, V., Lam, T., Beierle, E., & Copeland, E. M., 3rd (2002). Competency-based student self-assessment on a surgery rotation. The Journal of surgical research, 105(1), 31–34. https://doi.org/10.1006/jsre.2002.6442
Rees C. (2003). Self-assessment scores and gender. Medical education, 37(6), 572–573. https://doi.org/10.1046/j.1365-2923.2003.01545.x