Correlations Between Final-Year Dental Students' Performance on Knowledge-Based and Clinical Examinations
Kamran Ali1, Matthew Jerreat2, Daniel Zahra2
1Dr. Ali is Associate Professor and Consultant in Oral Surgery, Peninsula Dental School, Plymouth University, Plymouth, Devon, United Kingdom; Dr. Jerreat is Associate Professor and Consultant in Restorative Dentistry, Peninsula Dental School, Plymouth University, Plymouth, Devon, United Kingdom; Dr. Zahra is Senior Assessment Psychometrician, Peninsula Schools of Medicine and Dentistry, Plymouth University, Plymouth, Devon, United Kingdom; and Dr. Tredwin is Professor of Restorative Dentistry and Head of Peninsula Dental School, Plymouth University, Plymouth, Devon, United Kingdom. kamran.ali@plymouth.ac.uk.
Journal of Dental Education
|December 3, 2017
Summary
Final-year dental students
Area of Science:
- Dental Education
- Medical Assessment
- Higher Education
Background:
- Dental students undergo diverse assessments in their final year.
- Evaluating knowledge and clinical skills is crucial for dental education.
- Understanding assessment correlations informs curriculum and student support.
Purpose of the Study:
- To investigate correlations between knowledge-based and clinical assessments in final-year dental students.
- To determine the predictive value of applied dental knowledge (ADK) and case presentation (CP) on integrated structured clinical examination (ISCE) performance.
Main Methods:
- Analysis of examination data from 304 final-year dental students across five academic years (2011-2016).
- Statistical correlation analysis between applied dental knowledge (ADK), case presentation (CP), and integrated structured clinical examination (ISCE) scores.
- Regression analysis to assess the predictive power of ADK and CP on ISCE outcomes.
Main Results:
- Significant positive correlations were observed between ISCE and ADK (r=0.42, p<0.001) and between ISCE and CP (r=0.44, p<0.001).
- Both ADK and CP scores significantly predicted ISCE performance (p<0.001).
- Performance in knowledge-based assessments correlates with and predicts clinical assessment outcomes.
Conclusions:
- Applied dental knowledge and case presentation skills are significant predictors of integrated structured clinical examination performance in dental students.
- These findings offer insights into the relationships between theoretical knowledge and practical application in dental training.
- Further research is needed to generalize findings and explore pre- and post-graduation performance correlations.
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