NDLI: Evaluation of a workplace assessment method designed to improve self-assessment in operative dentistry: a quasi-experiment

Content Provider	Springer Nature : BioMed Central
Author	Alfakhry, Ghaith Mustafa, Khattab Ybrode, Kamal Jazayerli, Bashar Milly, Hussam Abohajar, Salam Hassan, Hussam Alhomsi, Khaled Jamous, Issam
Abstract	Background Dental education has placed continued emphasis on self-regulated learning (SRL) and its subprocess, self-assessment. This study set out to evaluate the effectiveness of a novel workplace assessment method in developing trainees’ self-assessment of operative procedures. Methods A Direct Observation of Procedural Skills (DOPS) form was modified for the use and measurement of self-assessment. Participants were trained on how to conduct self-assessment using the designed assessment form and its grading rubric. Feedback and feedforward sessions were given to address self-assessment and performance issues. A P-value less than 0.10 was considered significant and the confidence level was set at 90%. Results Thirty-two Year 5 dental students with an age mean of 22.45 (SD = 0.8) completed five self DOPS encounters during the clinical operative dentistry module in 2022. The aggregated total deviation (absolute difference) between self-assessment and teacher assessment decreased consistently in the five assessment encounters with a significant mean difference and a medium effect size (P = 0.064, partial Eta squared = 0.069). Participants’ self-assessment accuracy differed from one skill to another and their ability to identify areas of improvement as perceived by teachers improved significantly (P = 0.011, partial Eta squared = 0.099). Participants’ attitudes towards the assessment method were positive. Conclusions The findings suggest that the self DOPS method was effective in developing participants’ ability to self-assess. Future research should explore the effectiveness of this assessment method in a wider range of clinical procedures.
Related Links	https://bmcmededuc.biomedcentral.com/counter/pdf/10.1186/s12909-023-04474-z.pdf
Ending Page	11
Page Count	11
Starting Page	1
File Format	HTM / HTML
ISSN	14726920
DOI	10.1186/s12909-023-04474-z
Journal	BMC Medical Education
Issue Number	1
Volume Number	23
Language	English
Publisher	BioMed Central
Publisher Date	2023-07-03
Access Restriction	Open
Subject Keyword	Medical Education Theory of Medicine Bioethics Dental education Self-assessment Undergraduate Self-regulated learning Continuous learning Workplace assessment Clinical operative dentistry Direct observation of procedural skills Self DOPS DOPS Theory of Medicine/Bioethics
Content Type	Text
Resource Type	Article
Subject	Education Medicine
Journal Impact Factor	2.7/2023
5-Year Journal Impact Factor	3.4/2023

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
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4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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