Online Unproctored Clinical Examinations: The Perceptions and Performance of Final Year Dental Students.

BACKGROUND: Take home, or open-book, examinations (OBE) are designed to be completed at a location of student choice, whilst providing comprehensive assessment of learning outcomes. Supporters of OBE refer to their authenticity, in that they reflect real-world practice where use of external resources is routine and encouraged. A contrasting view is that efficient practice requires a solid base of knowledge upon which to draw. The aim of this evaluation was to elicit learners' perceptions of the open-book, unproctored examination approach; we sought student views on authenticity, assessment preparation, use of resources, and anxiety. METHODS: Quantitative and qualitative data were gathered using an online, self-administered survey. We sought to determine the correlation between student views and examination performance via consideration of final examination marks. RESULTS: Heightened anxiety levels tended to increase assessment preparations and were found to be inversely related to learners' perceptions that the OBE was an authentic test. An inverse relationship was seen between learners' OBE examination performance and consulting resources during the examination. Examination marks were not significantly related to endorsement of continued online delivery of learning, time spent preparing for OBE in comparison to other types of assessment, greater anxiety than usual, perceptions of test authenticity, or experiencing a supportive test environment. CONCLUSIONS: The results of this study may inform curriculum and assessment development, learning and teaching practices, and support student voice and experience.

Assessment and feedback in dental education: a journey.

The authors describe their personal experience of responding to changing perceptions of best practice and the expanding evidence base, in relation to assessment and feedback in dental education. Changes at a particular dental school over the years are described, along with a more general outlook, culminating in suggestions for future directions.

Is the number of procedures completed a valid indicator of final year student competency in operative dentistry?

Introduction Concerns regarding the preparedness of dental graduates often focus on the number of procedures undertaken before qualification.Aims To assess the validity of numerical requirements in determining whether a student has sufficient competency to graduate.Materials and methods In total, 50,821 observations of student activity while on the restorative clinic, for two integrated student cohorts (n = 139), were continuously recorded using the LiftUpp system from their third year to graduation. Analysis of data determined the most frequent type, location and difficulty of the direct restorations provided.Results Four groups of students, categorised by the total number of restorations they provided, were identified. Those with the most restorations (70+) had a statistically significantly greater experience in restoring different tooth surfaces, in different quadrants, on different patients than those with the least (40-49). However, increased numbers did not correlate with increasing difficulty, suggesting that students simply became more adept at easier procedures.Discussion Using a derived measure of 'consistency', it was observed that increased performance consistency was not correlated with greater overall experience. Furthermore, only 4% of students were 100% consistent in their performance in their final year.Conclusions These data suggest that a 'numerical requirements' approach cannot be used, in isolation, as a valid measure of the competency of an individual. Further work is needed to validate consistency as a holistic measurement to characterise the performance of graduates.

What did they do next? A survey of dentists who have passed the Overseas Registration Examination of the General Dental Council.

Aims To establish what work a sample of Overseas Registration Examination (ORE) registrants were undertaking and understand what had facilitated or impeded them from finding suitable employment as dentists. Method An online questionnaire, consisting of both closed and open questions, was used to capture data from a population of 1,106 former ORE candidates who passed the examination between 2009 and 2014 and were registered by the General Dental Council (GDC). The data were analysed and presented in the form of tables, figures and a presentation of the major themes that emerged from the responses. Results There was a 42% response rate. Seventy-one percent of respondents were employed as dentists in the UK, with the majority providing a mixture of private and NHS patient treatment. Most who were not working as dentists were actively seeking training places. Additional themes that were identified included: the availability of Dental Foundation/Vocational Training places; poor employment practices; perceptions of the strengths and weaknesses of the ORE; and some ideas about the future responsibilities of the GDC. Conclusions This survey has highlighted some difficulties that many ORE registrants face finding suitable work as dentists. Stakeholders should be aware of these challenges.

The Francis Report--Implications for the Education and Training of Dental Professionals.

This paper explores the implications of the Francis Report for education of the dental team. It considers selection of candidates for training, issues relating to the curriculum itself, including assessment and the importance of listening to trainees. The overriding importance of the 'informal' or 'hidden' curriculum, through which students and trainees observe their teachers and develop a sense of the professional and ethical culture within an educational institution, is stressed. Clinical relevance: Sound education, rooted in the recognized ethical principles highlighted in the Francis Report, is essential to the delivery of a dental work force that will deliver care according to the fundamental standards laid down by the GDC.