Journal of dental education
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The aim of this study was to gain insight into the nature of the role played by self- and peer assessment in the development of dental students' reflective practice skills and the value gained through structured encounters with standardized patients. Four standardized patient encounters in an objective structured clinical exam (OSCE) format served as a learning experience for students to demonstrate decision making and communication skills in complex scenarios regarding issues of ethics. Self- and peer assessment and peer-to-peer discourse were used to enhance student reflection. ⋯ The results showed that peer assessment ratings were consistently higher than those in the self-assessments, but overall the students deemed both their peers' and their own decision making and communication skills to be quite good. These students rated their experience with the OSCE and self- and peer assessments as positive, appreciating the importance of reflection and learning from their peers. These results provide support for the continued formative use of standardized patient OSCEs and self- and peer assessment to help students develop skills in decision making, communication, professionalism, and reflection.
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Peer assessment is increasingly being encouraged to enhance dental students' learning. The aim of this study was to evaluate the educational impact in terms of academic achievements and reflective thinking of a formative prospective peer assessment and feedback protocol. Volunteer final-year dental students at King's College London Dental Institute, UK, received training on peer assessment, peer feedback, and self-reflection. ⋯ Those 22 students who peer assessed each other ≥10 times exhibited highly statistically significant differences and powerful positive effect sizes in their high-stakes exam grades (p=0.0001, d=0.74) and critical reflection skills (p=0.005, d=1.41) when compared to those who did not assess one another. Furthermore, only the same 22 students showed a statistically significant increase and positive effect size in their critical reflection skills from baseline to resultant (p=0.003, d=1.04). The results of this study suggest that the protocol used has the potential to impact dental students' academic and reflection skills, provided it is practiced in ten or more peer encounters and ensuring peer feedback is provided followed by self-reflection.
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The aim of this study was to compare a computerized, laser-scanning Cavity Preparation Skill Evaluation System (CPSES) with conventional teachers' eye-hand grading assessment of dental students' Class I cavity preparation evaluations. Thirty-eight cavity preparations of lower left first molars made by junior dental students at a dental school in China were tested from September 2013 to November 2014. The outline and retention form, smoothness, depth, wall angulation, and cavity margin index of the preparations were evaluated by CPSES and then by teachers' eye-hand grading. ⋯ The results indicated that most of the students recognized CPSES effects in the preclinical teaching; 92.1% perceived that CPSES provided high simulation and appropriate practice guidance for them; and 94.7% reported that the evaluation results provided by CPSES gave targeted and objective recommendations. These findings suggest that CPSES can consistently and reliably scan a student's tooth preparation, compare it to a theoretically ideal preparation, and provide objective feedback. The application of CPSES in preclinical operative training can help students better understand the desired parameters for occlusal cavity preparation skills and encourage students in their self-paced learning and independent practice.