通过结构化的评估表和同行反来减少学生和教师在评估实践任务中的差异
Mozhgan Bizhang1, Havre Adib Shaban2, Andreas Vahlenkamp3
1Faculty of Health, Department of Operative Dentistry and Preventive Dentistry, School of Dentistry, Witten/Herdecke University, 58448, Witten, Germany. Mozhgan.Bizhang@uni-wh.de.
Scientific reports
|January 17, 2024
概括
结构化的同行反使用详细的评估表提高了牙科学生在部分皇冠准备中的成绩. 这种方法还减少了对讲师反的需求,增强了临床前牙科教育经验.
科学领域:
- 牙科教育 牙科教育
- 临床前牙科培训 临床前牙科培训
- 同行评价同行评价
背景情况:
- 在临床前牙科课程中,学生和教师评分之间的差异很常见.
- 传统的评估方法可能无法完全捕捉学生的表现或提供可操作的反.
- 同行反提供了一个潜在的途径,以提高学习和减少分级差异.
研究的目的:
- 在临床前牙科课程中使用详细的评估表来评估结构化的同行反的有效性.
- 为了减少学生和教师之间的分数差异.
- 为了评估学生对同行反方法的满意度.
主要方法:
- 这是一项涉及32名牙科学生的交叉研究.
- 结构化的同行反 (测试组) 与传统方法 (控制组) 的比较,用于空腔和部分冠状准备任务.
- 记录了数字分数 (1-6级) 和教练反量;使用Wilcoxon签名等级测试进行统计分析.
主要成果:
- 试验组和对照组之间的腔室准备等级没有显著差异.
- 与对照组相比,试验组的部分皇冠制备等级在统计学上显著改善.
- 大多数学生对评估表和同行反表示高度满意,并发现它们有效.
结论:
- 结构化的同行反,利用详细的评估表,积极影响学生在部分冠状准备中的表现.
- 同行反系统显示了减少对教练反的依赖的潜力.
- 这种方法通过提高评估准确性和学生参与度来增强临床前牙科教育.
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