• Michele L Kirkup, Brooke N Adams, Melinda L Meadows, and Richard Jackson.
• Dr. Kirkup is Clinical Assistant Professor, Department of Restorative Dentistry, Indiana University School of Dentistry; Dr. Adams is Clinical Assistant Professor, Department of Restorative Dentistry, Indiana University School of Dentistry; Prof. Meadows is Clinical Associate Professor, Department of Pediatric Dentistry, Indiana University School of Dentistry; and Dr. Jackson is Associate Professor, Department of Preventive and Community Dentistry, Indiana University School of Dentistry. mkirkup@iu.edu.
• J Dent Educ. 2016 Jun 1; 80 (6): 652-61.

AbstractA traditional summative grading structure, used at Indiana University School of Dentistry (IUSD) for more than 30 years, was identified by faculty as outdated for assessing students' clinical performance. In an effort to change the status quo, a feedback-driven assessment was implemented in 2012 to provide a constructive assessment tool acceptable to both faculty and students. Building on the successful non-graded clinical evaluation employed at Baylor College of Dentistry, IUSD implemented a streamlined electronic formative feedback model (FFM) to assess students' daily clinical performance. An important addition to this evaluation tool was the inclusion of routine student self-assessment opportunities. The aim of this study was to determine faculty and student response to the new assessment instrument. Following training sessions, anonymous satisfaction surveys were examined for the three user groups: clinical faculty (60% response rate), third-year (D3) students (72% response rate), and fourth-year (D4) students (57% response rate). In the results, 70% of the responding faculty members preferred the FFM over the summative model; however, 61.8% of the D4 respondents preferred the summative model, reporting insufficient assessment time and low faculty participation. The two groups of students had different responses to the self-assessment component: 70.2% of the D4 respondents appreciated clinical self-assessment compared to 46% of the D3 respondents. Overall, while some components of the FFM assessment were well received, a phased approach to implementation may have facilitated a transition more acceptable to both faculty and students. Improvements are being made in an attempt to increase overall satisfaction.

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