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Failing to fail phenomena.

Carly Dixon1, Reza Vahid Roudsari2

  • 1The University of Manchester Division of Dentistry, Clinical Lecturer in Paediatric Dentistry, Manchester, UK.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
|January 9, 2022
PubMed
Summary
This summary is machine-generated.

Dental tutors are reluctant to fail students due to relationship concerns and time delays, potentially masking recurring issues. Fair assessment is crucial for student development and patient care quality.

Keywords:
competence-based assessmentdental educationdental traininglongitudinal assessment

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Area of Science:

  • Dental Education
  • Clinical Competence Assessment

Background:

  • Competence-based dental education emphasizes independent practice readiness.
  • A shift from academic success to practical clinical competence is evident.

Purpose of the Study:

  • To explore the assessment process and grading practices of restorative tutors in UK dental schools.
  • To identify barriers tutors face when grading dental students' clinical competence.

Main Methods:

  • A mixed-method study utilizing anonymized email questionnaires distributed to restorative tutors.
  • Data collection included demographics, teaching experience, and utilization of online assessment software (iDentity).

Main Results:

  • A 59% response rate (30/51 tutors) was achieved.
  • Most tutors (93.3%) felt comfortable raising concerns, but some admitted to passing failing students.
  • Key barriers to failing students included maintaining relationships, limited supervision, and grading time delays.

Conclusions:

  • One-off assessments may mask recurring student weaknesses, leading to overconfidence.
  • Fair and accurate assessment benefits students and staff, fostering targeted development and improving patient care quality.