结构化评估尝试和教师反对牙医助理培训中临床能力发展的影响
Ranya F Elemam1, Heba M Abdelaal2,3
1Restorative Dental Science Department, College of Dentistry, Gulf Medical University, Ajman, United Arab Emirates. dr.ranya@gmu.ac.ae.
BMC medical education
|October 15, 2025
概括
一个结构化的三次尝试的形成性评估模型与教师反显著提高了牙科助理学生的临床能力. 这种方法导致了更高的分数,优秀的日志成绩,以及最终考试中100%的合格率.
科学领域:
- 牙科教育 牙科教育
- 临床能力评估临床能力评估
- 形成性评估的形成性评估
背景情况:
- 研究了结构化的三次尝试形成性评估模型的有效性.
- 结合教练反来提高临床能力.
- 针对第一学期牙科助理文凭学生.
研究的目的:
- 评估反驱动的反复评估对牙科助理学生临床技能的影响.
- 为了确定结构化的三次尝试模型是否会随着时间的推移提高性能.
- 确定有助于本评估战略取得成功的关键要素.
主要方法:
- 十名牙科助理学生参加了八项手术的重复评估.
- 每次尝试指导改进后,学生都会收到绩效反.
- 从三个评估尝试的结果与跟踪进展进行了比较.
主要成果:
- 在三个评估尝试 (F=577.74;p<0.000) 中,绩效得分得到了持续而显著的改善.
- 普遍高的日志成绩和100%的通过率在最终的能力考试.
- 在日志和最终考试成绩之间存在强烈的相关性 (皮尔森r=0.94,p<0.000).
结论:
- 结构化,反驱动的评估对于基于能力的牙科助理教育至关重要.
- 具有有针对性的反的三次尝试模型有效地提高了临床技能.
- 在这种反方法中,特定的设计元素对其成功至关重要.
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