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Rethinking Assessment Concepts in Dental Education
Mohamed El-Kishawi1, Khaled Khalaf1, Dana Al-Najjar1
1Department of Preventive and Restorative Dentistry, University of Sharjah, PO Box 27272, Sharjah, UAE.
International Journal of Dentistry
|October 30, 2020
Summary
Preclinical dental assessment effectively transfers skills to clinical practice. Early assessment and technology-enhanced tools improve learning, self-assessment, and performance, but should supplement traditional methods.
Area of Science:
- Dental Education
- Medical Simulation
- Skill Assessment
Background:
- Dental education requires advanced psychomotor, communication, and cognitive skills.
- Evolving assessment technologies can improve the learning environment and tutor experience.
- Research evaluates assessment methods for preclinical and clinical dental practice.
Purpose of the Study:
- To review research on assessment methods in dental education.
- To evaluate the effectiveness of various assessments in improving learning and performance.
- To explore the role of technology in dental skill assessment.
Main Methods:
- Systematic literature search using keywords: clinical skills, preclinical, dental students, assessment.
- Independent screening of retrieved articles by two reviewers based on strict inclusion criteria.
- Data extraction from selected studies.
Main Results:
- 24 articles were selected for review from an initial 5371.
- High inter-rater agreement (94.7% Cohen's kappa) was achieved.
- Analysis focused on the impact of different assessment strategies.
Conclusions:
- Preclinical assessment is key for skills transfer to the clinical phase.
- Early psychomotor skills assessment enables timely intervention and resource optimization.
- Technology-enhanced assessments offer benefits but should complement conventional methods; further integration research is needed.
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