J Dent Educ. 2022 Feb 18. doi: 10.1002/jdd.12892. Online ahead of print.
ABSTRACT
PURPOSE/OBJECTIVES: The objective of this retrospective study was twofold: it aimed to investigate dental students’ communication and physical exam self-assessment skills by comparing students’ self-evaluations with those completed by faculty and standardized patients (SPs). Second, it aimed to compare faculty and SPs assessment of students’ communication skills.
METHODS: At the end of their first year of training, students (n = 127), participated in one SP encounter about an initial dental consultation. Students completed self-assessment before receiving feedback from faculty (n = 19) and SPs (n = 19). The data source included evaluation forms submitted by students, faculty and SPs. The Wilcoxon signed rank test was used to compare the overall scores between groups. Agreement between evaluations items were analyzed with McNemar’s test (p < 0.05).
RESULTS: Overall, there were no statistically significant differences in how students and faculty graded for either communication (p = 0.6724) or physical exam (p = 0.1921) skills. However, both students and faculty provided less favorable marks than SPs for communication skills with a statistically significant difference in the overall grading between both students and SPs (p = 0.0146) and between faculty and SPs (p = 0.0045).
CONCLUSIONS: While there was disagreement between students and faculty versus SPs, they weren’t meaningful differences in scores and the dissimilarities mainly consisted of ratings of explanation skills. We suggest that, when applicable, dental student’s self-evaluations may represent an alternative to faculty assessments of communication and physical exam skills. Nonetheless, we recommend that SPs be included in the assessment of communication skills to provide students with comprehensive feedback that more realistically represents the natural patient-provider relationship.
PMID:35181888 | DOI:10.1002/jdd.12892
