IADR Abstract Archives
Analysis of Dental Student Performance Assessment with using dental simulator
Objectives: Well-constructed and validated evaluation tools have been used for practical performance assessment (ex. objective structured clinical examination) in many countries for years. The aim of performance assessment in dentistry is to evaluate whether dental graduates are clinically competent of the essential skills, and the result can also be utilized in modifying teaching and training programming. Thus, to improve reliability of the evaluation tools and inter-examiner reliability are weighted heavily.The aim of this study is to investigate correlation between rater training and examiner reliability.
Methods: Two 6th-year dental students who had already undergone half year of internship completed a 10-minutes case of subgingival root planing procedure, and the student performance was captured on videotape. 12 faculties from School of Dentistry, who had participated in developing this case, were invited to observe recorded video and to rate the two students by checklist. One month later, after receiving further assessment training (workshop of role-play, rating practice, and discussion etc.), the same 12 raters observed the same video again and re-rated the students by the same checklist.
Results: Analysis results of inter- examiner reliability for two students in initial rating were κ=0.69 and 0.54. Results of re-rating (one month later) were κ=0.77(p<0.01) and 0.62.
Conclusions: Examiner training by means of role-play, rating practice, and discussion do improve the inter- examiner reliability of performance assessment in dentistry.
Methods: Two 6th-year dental students who had already undergone half year of internship completed a 10-minutes case of subgingival root planing procedure, and the student performance was captured on videotape. 12 faculties from School of Dentistry, who had participated in developing this case, were invited to observe recorded video and to rate the two students by checklist. One month later, after receiving further assessment training (workshop of role-play, rating practice, and discussion etc.), the same 12 raters observed the same video again and re-rated the students by the same checklist.
Results: Analysis results of inter- examiner reliability for two students in initial rating were κ=0.69 and 0.54. Results of re-rating (one month later) were κ=0.77(p<0.01) and 0.62.
Conclusions: Examiner training by means of role-play, rating practice, and discussion do improve the inter- examiner reliability of performance assessment in dentistry.