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Dental students' perceptions of the long case
Natasha Lily Paul1, Lee A Adam1, Susan M Moffat1
1Faculty of Dentistry, Sir John Walsh Research Institute, University of Otago, Dunedin, New Zealand.
Summary
Dental students experience significant stress, fairness concerns, and confusion regarding the long case examination. Addressing these issues through improved preparation and examiner calibration can enhance assessment authenticity and support learning.
Area of Science:
- Dental Education
- Clinical Competency Assessment
Background:
- The long case examination is a standard method for assessing clinical competency in dental education.
- Concerns about the relevancy and authenticity of the long case examination exist, primarily documented in medical education literature.
- Dental students' experiences with the long case examination remain under-researched.
Purpose of the Study:
- To examine dental students' experiences and perceptions of the long case examination.
- To identify key themes influencing student perceptions of this assessment method.
Main Methods:
- A qualitative investigation was conducted.
- Semi-structured interviews were used to gather student perceptions and experiences.
- Thematic inductive analysis was applied to transcribed interview data.
Main Results:
- Three primary themes emerged: stress (related to pre-, during, and post-examination periods), fairness (students' views on the examination's equity), and confusion (regarding understanding of the examination process).
Conclusions:
- Student-identified concerns regarding stress, fairness, and confusion necessitate improvements in the long case examination.
- Recommendations include enhanced examiner calibration, standardized case difficulty, and improved student preparation strategies.
- Findings will inform the ongoing development of dental assessment practices to better support student learning and clinical competency.
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