Scaffolding Self-Regulated Learning in Operative Dentistry Through Self-Assessment Training

Area of Science:

• Dental Education
• Medical Education Research
• Self-Regulated Learning

Background:

• Self-assessment is a critical component of self-regulated learning (SRL) in dental education.
• Decades of research highlight its importance in developing competent practitioners.

Purpose of the Study:

• To evaluate the effectiveness of self-assessment training on the SRL abilities of operative dentistry students.
• To assess students' attitudes toward self-assessment in clinical dental training.

Main Methods:

• A quasi-experimental study involving 32 dental students at Damascus University.
• Utilized a modified Direct Observation of Procedural Skills (DOPS) with self-assessment over five clinical encounters.
• Employed quantitative (questionnaires) and qualitative (content analysis) data collection, guided by Zimmerman's SRL theory.

Main Results:

• Students demonstrated overwhelmingly positive attitudes towards self-assessment utility (mean ≥ 3.5/4).
• 84.4% strongly agreed on the usefulness of self-assessment in clinical training.
• Self-assessment positively impacted all SRL phases, especially reflection.

Conclusions:

• Self-assessment training enhances SRL and clinical performance in operative dentistry.
• Learner perceptions of self-assessment are highly positive, supporting its integration.
• Interventions focused on self-assessment training can effectively foster SRL in clinical settings.