Usefulness of Self-evaluation Tests in a Dental Materials Curriculum

Over the last four years students at the University of Stellenbosch had access to computer-driven self-evaluation tests as an additional study aid in a student-centered curriculum of the subject Dental Materials. The self-tests were introduced in the belief that it (1) would help the student to master the terminology and learn the more detailed “must-know” facts of the subject; (2) would help the students to grasp difficult concepts; and (3) would help the student to monitor his/ her study progress. Fifty multiple-choice questions were drawn up to cover each course theme. Comments were provided to explain incorrect answers to questions concerning difficult-to-grasp concepts. A quiz in a specific theme consists of 10 randomly-delivered questions, students could do the tests as many times as they prefer but a minimum number of tests was required to earn a continuous evaluation mark. Objective: The purpose of this study was to identify student perceptions of the helpfulness of the self tests. Methods: A self-completed questionnaire containing close-ended responses and an open-ended question was submitted to and completed by 26 students of the 2003-year group. Results: The data indicated that the majority of the students agreed that the self tests not only helped them to study more effectively (80%) and to feel more prepared (100%) and more in control (80%) of their studies, but that they also helped the students to improve their factual (92%), as well as their conceptual knowledge (88%). Content analysis of the students' comments on self-tests identifies additional benefits of the self-tests. Conclusion: The self-tests seem not only to help students to understand and learn the prescribed course work and to prepare for test and exams, but it also assist them to achieve more clinical insight in their dental materials studies.