IADR Abstract Archives
Relation of Preclinical Performance to Student Perception of prepCheck® Software
Objectives: Self-assessment is essential to both learning and continued competence in dentistry. A newly developed CAD software application (prepCheck®, Sirona) allows students to objectively assess their performance in preclinical prosthodontics. The purpose of this study is to consider how student preclinical performance relates to appreciation of this learning tool.
Methods: This study was granted Institutional Review Board exemption. 3rd year Harvard School of Dental Medicine students (n=36) were individually instructed by a trained faculty member in using prepCheck®. Each student completed a preclinical summative examination for a #30 ceramometal crown preparation, and evaluated the preparation using six selected assessment tools (overview, reduction, margin width, surface finish, taper and undercut) in prepCheck®. Students then rated each of the six tools for “usefulness”. Survey questions had a 5-point Likert scale format. Faculty graded preparations as Pass(P), Marginal-pass(MP), or Fail(F). Students were grouped by performance and average survey scores were statistically analyzed using one way ANOVA and Sheffe's test.
Results: Among the different groups, there were significant differences in “usefulness” scores (p<0.01). Students in Group P reported an average usefulness score of 4.103, Group MP reported an average score of 3.86, and Group F a score of 4.40. Group P found all six tools were equally useful. Group MP reported that the taper (4.27) and undercut (4.39) tools were the most useful and the reduction (3.09) tool was least useful. Group F reported that the taper (4.91) tool was the most significantly useful.
Conclusions: Student perception of prepCheck® and preclinical performance are related. Students who performed poorest rated the software significantly more useful than others. Students in different groups found different tools significantly more useful. The taper tool best fulfilled its function as a self-learning tool for students in Group F. These findings may prove helpful to educators implementing similar technologies.
Methods: This study was granted Institutional Review Board exemption. 3rd year Harvard School of Dental Medicine students (n=36) were individually instructed by a trained faculty member in using prepCheck®. Each student completed a preclinical summative examination for a #30 ceramometal crown preparation, and evaluated the preparation using six selected assessment tools (overview, reduction, margin width, surface finish, taper and undercut) in prepCheck®. Students then rated each of the six tools for “usefulness”. Survey questions had a 5-point Likert scale format. Faculty graded preparations as Pass(P), Marginal-pass(MP), or Fail(F). Students were grouped by performance and average survey scores were statistically analyzed using one way ANOVA and Sheffe's test.
Results: Among the different groups, there were significant differences in “usefulness” scores (p<0.01). Students in Group P reported an average usefulness score of 4.103, Group MP reported an average score of 3.86, and Group F a score of 4.40. Group P found all six tools were equally useful. Group MP reported that the taper (4.27) and undercut (4.39) tools were the most useful and the reduction (3.09) tool was least useful. Group F reported that the taper (4.91) tool was the most significantly useful.
Conclusions: Student perception of prepCheck® and preclinical performance are related. Students who performed poorest rated the software significantly more useful than others. Students in different groups found different tools significantly more useful. The taper tool best fulfilled its function as a self-learning tool for students in Group F. These findings may prove helpful to educators implementing similar technologies.