IADR Abstract Archives
Prospective Austrian progress test pilot project in undergraduate dental education
Objectives: Progress testing was developed during the 1970ies as an assessment tool to verify knowledge growth of students during an educational program. Nowadays it is an established instrument in human medicine curricula all over Europe and beyond. Nevertheless, this useful tool is not well established in dental education. A pub med search revealed only one result concerning a dental progress test in the Peninsula schools of medicine and dentistry in Plymouth.
Aim of this prospective study was the development of a German-language dental progress test for the undergraduate dental curriculum at the Dental School of Medical University of Graz (Austria).
Methods: A pool of around 375 multiple-choice items at graduation-level out of the specialties Oral Surgery, Oral Medicine and Oral Radiology was created by a single author at the Division or Oral surgery and Orthodontics, Medical University of Graz. Each question underwent a multistage review process before final inclusion in the question pool. Progress test project started in June 2016 and was continued for two further terms. Participation was mandatory for all dental students at term 7 to 12, but results were not relevant for students’ grades. For each test 100 items were randomly selected based on a predesigned blueprint. Data analysis was conducted anonymously and blinded for the study leader. Students got detailed feedback about their scores and their position among their colleges by the examination department.
Results:
At the first test 55 students participated. The mean score of correct answers was 61.02 with a standard deviation of 13.15. The minimum number of correct answers was 25, the maximum was 82. At the second test 62 students took part. The mean score of correct answers was 55.5 with a standard deviation of 12.87. The minimum number of correct answers was 14, the maximum was 82 again. Both tests are showing an increase of correct answers between 7th and 9th term, a decrease in term 10 and again an increase during term 11 and 12. Results of third progress test will be presented after analysis.
Conclusions:
This is the first report of the installation of a dental progress test in German speaking countries. Although labour intensive, it is thought to be a desirable assessment tool in dental education whereof students and educators can profit by.
Aim of this prospective study was the development of a German-language dental progress test for the undergraduate dental curriculum at the Dental School of Medical University of Graz (Austria).
Methods: A pool of around 375 multiple-choice items at graduation-level out of the specialties Oral Surgery, Oral Medicine and Oral Radiology was created by a single author at the Division or Oral surgery and Orthodontics, Medical University of Graz. Each question underwent a multistage review process before final inclusion in the question pool. Progress test project started in June 2016 and was continued for two further terms. Participation was mandatory for all dental students at term 7 to 12, but results were not relevant for students’ grades. For each test 100 items were randomly selected based on a predesigned blueprint. Data analysis was conducted anonymously and blinded for the study leader. Students got detailed feedback about their scores and their position among their colleges by the examination department.
Results:
At the first test 55 students participated. The mean score of correct answers was 61.02 with a standard deviation of 13.15. The minimum number of correct answers was 25, the maximum was 82. At the second test 62 students took part. The mean score of correct answers was 55.5 with a standard deviation of 12.87. The minimum number of correct answers was 14, the maximum was 82 again. Both tests are showing an increase of correct answers between 7th and 9th term, a decrease in term 10 and again an increase during term 11 and 12. Results of third progress test will be presented after analysis.
Conclusions:
This is the first report of the installation of a dental progress test in German speaking countries. Although labour intensive, it is thought to be a desirable assessment tool in dental education whereof students and educators can profit by.