Diş Hekimliği Eğitiminde Beceri ve Yeterliğin Değerlendirilmesi II: Değerlendirme Yöntemleri

Yıl 2019, Cilt: 6 Sayı: 5, 72 - 91, 02.12.2019

Kadriye Funda Akaltan

https://doi.org/10.15311/selcukdentj.562531

Cited By: 1

Öz

Diş hekimliği eğitiminde; yenilenen mezuniyet öncesi
standartlarla birlikte, müfredat reformları fakültelerin esas teması haline
gelmiştir. Müfredat değişiklikleri disiplinlerarası öğretim, entegrasyon,
probleme dayalı öğrenim ve eleştirel düşünme uygulamalarını içermiştir. Bununla
birlikte, değerlendirmelerimiz müfredat amaç ve hedeflerimizle uyuşmadığı
taktirde, eğitmen olarak tüm çabalarımızın başarısızlıkla sonuçlanması
kaçınılmazdır. Diş hekimliği eğitiminde çağı yakalayabilmek için,
öğrencilerimizin pek çok yönden minimum yeterlik seviyesine ulaşmasını
sağlamamız gerekir. Değerlendirmelerin yapılmasını istediğimiz alanlar; temel
bilgi, davranışlar, beceriler ve yeterliklerdir. Her alanda doğru değerlendirme
şeklinin seçimi; öğrencilerimizin başarısı için kritik önem taşır. Bu derleme
çalışmasında; vaka sunumu, direkt gözlemleme, günlük puanlamalar,
geribildirimler, akran değerlendirmesi, klinik yapılandırma sınavları gibi pek
çok değerlendirme şekli beceri, yeterlik ve peformansların değerlendirilmesi
için incelenmiş ve sonuçları tartışılmıştır.

Anahtar Kelimeler

Diş hekimliği eğitimi, değerlendirme, beceri, yeterlik

Assesment of Skill and Competence in Dental Education II: Assessment Methods

Öz

Curriculum
reform has been a central theme for many dental schools through the revised
predoctoral standards; and many curricular changes involve interdisciplinary
teaching, integration, and problem-based and critical thinking exercises.
However, it is also necessary to align our assessments to match our curriculum
objectives in order to reach our education outcomes. To be able to stay update
in dental education, we have to ensure that our students reach at least minimal
levels of competence on many different fronts. Knowledge base, attitudes,
values, and skills are all a part of what we are asked to assess on a daily basis.
Choosing the right type of assessment in each area is critical to our students’
success. Various evaluation methods such as case presentation, direct observation,
daily clinical grades, feedbacks, peer evaluation and clinically structured
examinations for the assessment of skills, competencies and performances are
being discussed in this review study.

Keywords:

Anahtar Kelimeler

Dental education, assessment, skill, competence

Kaynakça

• 1. Albino JE, Young SK, Neumann LM, Kramer GA, Andrieu SC, Henson L. Assessing dental students’ competence: best practice recommendations in the performance assessment literature and investigation of current practices in predoctoral dental education. J Dent Educ 2008;72:1405-35.
• 2. Farah-Franco S, Singer-Chang G, Deoghare H. Advancing the measurement of dental students’ professionalism. J Dent Educ 2017;81:1338-44.
• 3. Wilkinson TJ, Wade WB, Knock D. A blueprint to assess professionalism: results of a systematic review. Acad Med 2009;84:551-8.
• 4. Van Mook W, Gorter S, O’Sullivan H, Was V, Schuwirth LW. Approaches to professional behavior assessment: tools in the professionalism toolbox. Eur J Intern Med 2009;20:153-7.
• 5. Hodges BD, Ginsburg S, Cruess R, Cruess S, Delport R, Hafferty F. Assessment of professionalism: recommendations from Ottawa 2010 conference. Med Teach 2011;33:354-63.
• 6. Cruess R, McEllroy J, Ginsburg S, Steinert Y. The professionalism mini evaluation exercise: a preliminary investigation. Acad Med 2006;81:74-8.
• 7. Tsugawa Y, Ohbu S, Cruess R, Cruess S, Okubo T, Takahashi O. Introducing the professionalism mini-evaluation exercise (P-MEX) in Japan: results from a multicenter, cross-sectional study. Acad Med 2011;86:1026-31.
• 8. Park SE, Anderson NK, Karimbux NY. OSCE and case presentations as active assessments of dental student performance. J Dent Educ 2016; 80:334-8.
• 9. Anderson LW, Krathwohl DR, Bloom BS. A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman, 2001.
• 10. Commission on Dental Accreditation. Self-study guide for dental education programs. Chicago: American Dental Association, 2012:Section 2-10.
• 11. Park SE, Kim A, Kristiansen J, Karimbux N. The influence of examiner type on dental students’ OSCE scores. J Dent Educ 2015;79:89-94.
• 12. Kramer GA, Albino JE, Andrieu SC, Hendricson WD, Henson L, Horn BD. Dental student assessment toolbox. J Dent Educ 2009;73:12-35.
• 13. Miller GE. The assessment of clinical skills/competence/performance. Acad Med 1990;65:63-7.
• 14. Turnbull J, Gray J, Macfadyen J. Improving in training evaluation programs. J Gen Intern Med 1998;13:317-23.
• 15. Taylor CL, Grey N, Satterthwaite JD. Assessing the clinical skills of dental students: a review of the literature. Educ Learn 2013;2:20-31.
• 16. Ahmed K, Miskovic D, Darzi A, Athanasiou T, Hanna GB. Observational tools for assessment of procedural skills: a systematic review. Am J Surg 2011;202:469-80.
• 17. Reznick RK. Teaching and testing technical skills. Am J Surg 1993;165:358-61.
• 18. Winckel CP, Reznick RK, Cohen R. Reliability and construct validity of a structured technical skills assessment form. Am J Surg 1994;167:423-7.
• 19. Sharaf AA, Abdelaziz AM, El Meligy OA. Intra- and interexaminer variability in evaluating preclinical pediatric dentistry operative procedures. J Dent Educ 2007;71:540-4.
• 20. Chadwick RG, Mason AG. Development, application, and effectiveness of a novel logbook checklist assessment scheme in conservative dentistry. Eur J Dent Educ 1997;1:176-80.
• 21. American Dental Education Association. ADEA competencies for the new general dentist. J Dent Educ 2017;81:844-7.
• 22. Hendricson WD, Kleffner JH. Curricular and instructional implications of competency-based dental education. J Dent Educ 1998;62:183-96.
• 23. Norcini JJ, McKinley DW. Assessment methods in medical education. Teach Teach Educ 2007: 23:239–50.
• 24. Mossey P, Newton J. Competency: the structured clinical operative test (scot) in dental competency assessment. Br Dent J 2001:190:387–90.
• 25. Chuenjitwongsa S, Oliver RG, Bullock AD. Competence, competency-based education, and undergraduate dental education: a discussion paper. Eur J Dent Educ 2016;22:1–8.
• 26. Bodenmann AD, Bühler JM, Amato M. Evaluation of a New Grading System for Clinical Skills in Dental Student Clinics. J Dent Educ 2017;81:604-12.
• 27. Hammad M, Oweis Y, Taha S, Hattar S, Madarati A, Kadim F. Students’ opinions and attitudes after performing a dental OSCE for the first time: a Jordanian experience. J Dent Educ 2013;77:99-104.
• 28. Park SE, Susarla HK, Nalliah R, Timothé P, Howell TH, Karimbux NY. Does a case completion curriculum influence dental students’ clinical productivity? J Dent Educ 2012;76:602-8.
• 29. Singh G, Kaur R, Mahajan A, Thomas AM, Singh T. Piloting Direct Observation of Procedural Skills in Dental Education in India. Int J Appl Basic Med Res 2017;7:239-42.
• 30. Marshall TA, Marchini L, Cowen H, Hartshorn JE, Holloway JA, Straub-Morarend JL. Critical Thinking Theory to Practice: Using the Expert’s Thought Process as Guide for Learning and Assessment. J Dent Educ 2017;81:978-85.
• 31. Ali K, Jerreat M, Zahra D, Tredwin C. Correlations Between Final-Year Dental Students’ Performance on Knowledge-Based and Clinical Examinations. J Dent Educ 2017;81:1444-50.
• 32. Van Der Vleuten CP. The assessment of professional competence: Developments, research and practical implications. Adv Health Sci Educ 1996;1:41–67.
• 33. Blake JM, Norman GR, Keane DR, Mueller CB, Cunnington J, Didyk N. Introducing progress testing in McMaster University’s problem-based medical curriculum: psychometric properties and effect on learning. Acad Med 1996;71:1002-7.
• 34. Schuwirth L, Bosman G, Henning R, Rinkel RNPM, Wenink ACG. Collaboration on progress testing in medical schools in the Netherlands. Med Teach 2010;32:476-9.
• 35. Taleghani M, Solomon ES, Wathen WF. Non-graded clini¬cal evaluation of dental students in a competency-based education program. J Dent Educ 2004;68:644-55.
• 36. O'Donnell JA, Oakley M, Haney S, O'Neill PN, Taylor D. Rubrics 101: a primer for rubric development in dental education. J Dent Educ 2011;75:1163-75.
• 37. Macluskey M, Durham J. Oral surgery undergraduate teaching and experience in the United Kingdom: a national survey. Eur J Dent Educ 2009:13:52–57.
• 38. Lynch CD, Allen PF. The teaching of removable partial dentures in Ireland and the United Kingdom. Br Dent J 2007;203:17.
• 39. Rolland S, Hobson R, Hanwell S. Clinical competency exercises: some student perceptions. Eur J Dent Educ 2007;11:184–91.
• 40. Evans AW. Assessing competence in surgical dentistry. Br Dent J 2001;190: 343–6.
• 41. Evans AW, Aghabeigi B, Leeson RM, O’Sullivan C, Eliahoo J. Assessment of surgeon competency to remove mandibular third molar teeth. Int J Oral Maxillofac Surg 2002;31:434–8.
• 42. Macluskey M, Hanson C, Kershaw A, Wight AJ, Ogden GR. Development of a structured clinical operative test (SCOT) in the assessment of practical ability in the oral surgery undergraduate curriculum. Br Dent J 2004;196:225–8.
• 43. Macluskey M, Hanson C. The retention of suturing skills in dental undergraduates. Eur J Dent Educ 2011;15:42–6.
• 44. Metz MJ, Metz CJ, Durski MT, Aiken SA, Mayfield TG, Lin WS. A training program using an audience response system to calibrate dental faculty members assessing student clinical competence. J Dent Educ 2016;80:1109-18.
• 45. Berrong JM, Buchanan RN, Hendricson WD. Evaluation of practical clinical examinations. J Dent Educ 1983;47:656-63.
• 46. Fugill M. Teaching and learning in dental student clinical practice. Eur J Dent Educ 2005;9:131-6.
• 47. Eriksen HM, Bergdahl J, Bergdahl M. A patient-centered approach to teaching and learning in dental student clinical practice. Eur J Dent Educ 2008;12:170-5.
• 48. McMillan W. Making the most of teaching at the chairside. Eur J Dent Educ 2011;15:63-8.
• 49. Cederberg RA, Bentley DA, Halpin R, Valenza JA. Use of virtual patients in dental education: a survey of U.S. and Canadian dental schools, J Densoft Educ 2012;76:1358–64.
• 50. Anders PL, Scherer YK, Hatton M, Antonson D, Austin-Ketch T, Campbell-Heider N. Using Standardized Patients to Teach Interprofessional Competencies to Dental Students J Dent Educ 2016;80:65-72.
• 51. Brender E, Burke A, Glass RM. Standardized patients. JAMA 2005;294:1172.
• 52. Walsh SE, Singleton JA, Worth CT, Krugler J, Moore R, Wesley GC. Tobacco cessation counseling training with standardized patients. J Dent Educ 2007;71:1171-8.
• 53. Wilder RS, O'Donnell JA, Barry JM, Galli DM, Hakim FF, Holyfield LJ. Is dentistry at risk? A case for interprofessional education. J Dent Educ 2008;72:1231-7.
• 54. Coelho C, Pooler J, Lloyd H. Using patients as educators for communication skills: Exploring dental students’ and patients’ views. Eur J Dent Educ. 2018;22:291–9.
• 55. Haden NK, Andrieu SC, Chadwick DG, Chmar JE, Cole JR, George MC. The dental education environment. J Dent Educ 2006;70:1265-70.
• 56. Michaelsen LK, Parmelee DX, Mcmahon KK, Levine RE. Team-based learning for health professions education: a guide to using small groups for improving learning. Sterling, VA: Stylus Publishing, 2007.
• 57. Boud D, Cohen R, Sampson J. Peer learning in higher education: learning from and with each other. New York: Routledge, 2014.
• 58. Kim AH, Chutinan S, Park SE. Assessment Skills of Dental Students as Peer Evaluators. J Dent Educ 2015;79:653-7.
• 59. Nimmo A, Mitchell GS, Echeto L, Ojha AK. Effect of dental students as instructors on preclinical performance in prosthodontics. J Dent Educ 2008;72:1488-92.
• 60. Fincham AG, Shuler CF. The changing face of dental education: the impact of PBL. J Dent Educ 2001;65:406-21.
• 61. Nishigawa K, Hayama R, Omoto K, Okura K, Tajima T, Suzuki Y.Validity of Peer Evaluation for Team-Based Learning in a Dental School in Japan. J Dent Educ 2017;81:1451-6.
• 62. Boud D. Avoiding the traps: seeking good practice in the use of self assessment and reflections in professional courses. Social Work Educ 1999;18:121-32.
• 63. Burrows RS. Understanding self-assessment in undergraduate dental education. British Dent J 2018; 224:897-900.
• 64. Redwood C, Winning T, Lekkas D, Townsend G. Improving clinical assessment: evaluating students’ ability to identify and apply clinical criteria. Eur J Dent Educ 2010;14:136–44.
• 65. Schoonheim-Klein ME, Habets LL, Aartman IH, van der Vleuten CP, Hoogstraten J, van der Velden U. Implementing an Objective Structured Clinical Examination (OSCE) in dental education: effects on students’ learning strategies. Eur J Dent Educ 2006;10:226–35.
• 66. Hendricson W.D, Kleffner J H. Curricular and instructional implications of competency-based dental education J Dent Educ 1998;62:183–96.
• 67. Ihm JJ, Lee G, Kim KK, Jang KT, Jin BH. Who succeeds at dental school? Factors predicting students’ academic performance in a dental school in Republic of Korea. J Dent Educ 2013;77:1616-23.
• 68. Driessen E, Tartwijk JV, Dornan T. The self critical doctor: helping students become more reflective. BMJ 2008;336:827-30.
• 69. Newton PM, Wallace MJ, McKimm J. Improved quality and quantity of written feedback is associated with a structured feedback pro forma. J Educ Eval Health Prof 2012;9:1-7.
• 70. Lee AY. Using tutoring systems to study learning. Behav Res Methods 1992;24:205-12.
• 71. Nathan MJ. Knowledge and situational feedback in a learning environment for algebra story problem solving. Interact Learn Envir 1998;5:161-80.
• 72. Bertoli E, Lawson KP, Bishop SS. Dental Students’ Skills Assessments: Comparisons of Daily Clinical Grades and Clinical and Laboratory Assessments. J Dent Educ 2018; 82:417-23.
• 73. Buchanan JA. Use of simulation technology in dental education. J Dent Educ 2001; 65:1225–31.
• 74. Nilsson TA, Hedman R, Ahlqvist JB. A randomized trial of simulation based versus conventional training of dental student skill at interpreting spatial information in radiographs. Simul Heal 2007;2:164–9.
• 75. Feil PH, Reed T, Hart JK. Continuous knowledge of results and psychomotor skill acquisition. J Dent Educ 1986;50:300–3.
• 76. Wierinck E, Puttemans V, Swinnen S, van Steenberghe D. Effect of augmented visual feedback from a virtual reality simulation system on manual dexterity training. Eur J Dent Educ 2005;9:10–6.
• 77. Al-Saud LM, Mushtaq F, Allsop MJ, Culmer PC, Mirghani I, Yates E. Feedback and motor skill acquisition using a haptic dental simulator. Eur J Dent Educ 2017;21:240–7.
• 78. Gratton DG, Kwon SR, Blanchette D, Aquilino SA. Impact of Digital Tooth Preparation Evaluation Technology on Preclinical Dental Students’ Technical and Self-Evaluation Skills. J Dent Educ 2016;80:91-9.
• 79. Guenzel PJ, Knight GW, Feil PH. Designing preclinical instruction of psychomotor skills (IV)-instructional engineering: evaluation phase. J Dent Educ 1995;59:489-94.
• 80. Zou H, Jin S, Sun J, Dai Y. Cavity preparation evaluation system in the skill assessment of dental students. J Dent Educ 2016;80:930-7.
• 81. Eva KW, Cunnington J.P, Reiter H.I, Keane, D R, Norman G R. How can I know what I don’t know? Poor self-assessment in a well-defined domain. Adv Health Sci Educ Theory Pract 2004;9:211–24.
• 82. Davis DA, Mazmanian PE, Fordis M, Van Harrison R, Thorpe KE, Perrier L. Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA 2006;296:1094-102.
• 83. Dochy F, Segers M, Sluijsmans D. The use of Self-Perr and Co-assessment in Higher Education: a review. Stud High Educ 1999;24:331–50.
• 84. Sadler RD. Formative assessment and the design of instructional systems. Instr Sci. 1989;18:119‐44.
• 85. Biggs J, Tang C. Teaching for Quality Learning at University. Berkshire: McGraw-Hill House; 2007:97‐9.
• 86. Garrett PH, Faraone KL, Patzelt SBM, Keaser ML. Comparison of dental students’ self-directed, faculty, and software-based assessments of dental anatomy wax-ups: a retrospective study. J Dent Educ. 2015;79:1437‐44.
• 87. Kozarovska A, Larsson C. Implementation of a digital preparation validation tool in dental skills laboratory training. Eur J Dent Educ. 2018;22:115–21.