Enhancing Self-directed Learning: An Assessment Tool for Clinical Observation of Dental Residents

In this project, we developed a clinical assessment tool (CAT) for use in an Advanced Education in General Dentistry (AEGD) 2-year Program. The tool was designed in a practical and accessible way to help provide formative assessment data with the goal of helping residents self-regulate their learning.

Assessments were recorded using a tailored Google Form and compiled using Google Sheets, allowing for immediate use, access, and review. The structure of the tool was centered around 2 domains-clinical procedures and core skills-with an additional section for narrative comments. Feedback from direct observation relied on both quantitative and qualitative items based on observations from the mentor/instructor as well as the resident. The mentor's and learner's assessments were paired after being completed for comparison review by both parties. Narrative comments were also reviewed for content and quality. Feedback from the residents was gathered periodically via quarterly evaluation meetings and surveys regarding how they use the CAT and its perceived usefulness.

The first iteration of the CAT went live in August 2023. Data from August 2023 to March 2024 is included in this study. We collected 301 assessments, 175 from the PGY-1 group and 126 from the PGY-2 group. Although we had 100% participation, we found a wide variation in the rate of usage among the residents. Augmented by mentor feedback, our findings, particularly from the narrative comments, point to ongoing yet preliminary monitoring and reflection of clinical performance-key elements of the self-regulated learning cycle. Initial review of CAT feedback showed an overall favorable response to the CAT and included several suggested improvements such as systematic reminders to use the CAT.

This project demonstrated an integrated and accessible method for collecting and disseminating feedback from clinical observation of dental residents. Residents participated in regular self-assessment and, in combination with regular mentor feedback, were provided with timely and relevant feedback regarding their performance of clinical procedures. This is an important step in promoting self-regulated learning and preparing learners for lifelong learning. A second version of the CAT, building on suggested improvements and feedback, will continue in Fall 2024.