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Dental students' peer assessment: a prospective pilot study.

J Tricio1,2, M Woolford1, M Thomas1

  • 1King's College London Dental Institute, London, UK.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
|August 30, 2014
PubMed
Summary

Dental students can effectively use peer assessment to provide feedback and identify areas for improvement. While the pilot study showed positive student perceptions, further research is needed to confirm educational impact.

Keywords:
Direct Observation of Procedural Skillspeer assessmentpeer feedback

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Area of Science:

  • Health professions education
  • Dental education
  • Assessment and evaluation

Background:

  • Peer assessment is increasingly utilized in health professions education.
  • Structured peer assessment protocols are being developed for dental students.
  • Evaluating the reliability, accuracy, and student perceptions of peer assessment is crucial.

Purpose of the Study:

  • To evaluate the reliability, accuracy, educational impact, and student perceptions of a structured peer assessment and feedback protocol for undergraduate dental students.
  • To assess the feasibility of using modified Direct Observation of Procedural Skills (DOPS) forms for peer assessment in pre-clinical and clinical dental settings.

Main Methods:

  • Two modified Direct Observation of Procedural Skills (DOPS) forms were piloted with pre-clinical (year 2) and clinical (year 5) dental students.
  • Students received training and then assessed their peers using the DOPS forms, providing immediate feedback.
  • Student perceptions of the peer assessment protocol were collected anonymously at the end of a 3-month study period.

Main Results:

  • A total of 57 and 104 peer DOPS forms were completed by year 2 and year 5 students, respectively.
  • Reliability coefficients (generalizability) were 0.62 for year 2 and 0.67 for year 5.
  • Students could differentiate performance domains and identify peer improvement over time, with positive correlations between peer DOPS scores and end-of-year exams (though not statistically significant).
  • No significant difference was found between the exam scores of participating students and their peers.
  • The majority of students reported positive perceptions of the peer assessment protocol.

Conclusions:

  • Undergraduate dental students, both pre-clinical and clinical, can effectively use peer assessment to identify performance strengths and weaknesses.
  • While the pilot demonstrated positive student perceptions and the ability to provide constructive feedback, a clear educational impact was not yet observable.
  • The findings support the need for larger, longer-term studies to further investigate the benefits of peer assessment in dental education.