Comparing standardized measures of diligence and achievement with dental student academic performance.

Utilizing a reliable and valid instrument to measure a student's application of energy and effort towards a goal (diligence) or the ability to reach goals (achievement) would enable dental educators to anticipate academic performance. This knowledge could be used to better distribute faculty and educational resources, as additional tutors could be provided for students who score low on diligence and achievement instruments. In this study, fourth-year dental students completed the Diligence Inventory and the NachNaff Scale (which measures desire to achieve) immediately prior to graduation. The scores from both inventories were correlated with nine measures of academic performance. For males, the NachNaff Scale positively correlated (p<.05) only with the quantity of exceptional performance reports (EPR) and for females negatively correlated only with science DAT scores. The modest positive correlations, which differ for gender, suggest that the NachNaff may be of limited use to predict dental student performance. For males, the Total Diligence mean positively correlated with EPR and National Board Parts I and II scores. For females, the Total Diligence mean positively correlated with EPR and a predental biology-chemistry-physics grade composite. Given the simplicity of the Diligence Inventory and its significant correlations with academic performance demonstrated in this study, it appears to be a useful tool to gain insight into students' diligence in striving to obtain goals.

Self-assessed clinical competence: a comparison between students in an advanced dental education elective and in the general clinic.

A six-month final-year elective, based on an advanced education in general dentistry (AEGD) model, was conducted in an AEGD Clinic to enable dental students to treat patients in a generalist comprehensive setting. The purpose of this study was to evaluate the elective with regard to students' self-assessed clinical skills, as self-assessment is recognized as a means to maintaining competency. Pre- and post-experience surveys were administered to 'AEGD elective students' (n=13) and a comparison group of 'control dental students' (n=18) under a discipline-based clinical curriculum. The survey instrument consisted of 75 self-rated statements on a wide range of clinical and patient management skills. Pre-experience means were not statistically different. The AEGD elective students' post-experience group mean was significantly higher than the control dental students' mean (P=0.02, ANOVA) which reflects significant (P<0.05) increases in 9 of 13 AEGD elective students' individual survey means compared to 4 of 18 control dental students' means. Both groups had pre-experience means of 2.9 or below on the same 9 statements, indicating poor self-rated skills. Four of 9 AEGD elective students' post-experience means significantly (P<0.05) increased, while only 1 of 9 control dental students' means increased. The data suggests that AEGD elective students were more confident in their clinical abilities and patient management skills than control dental students and they also reported greater improvement in low-rated skills. When adequate parameters were maintained that enhanced the accuracy of self-assessment, students appeared to rate their skill levels seriously. Independent self-assessment may be an important component of life-long learning.