J Dent Educ. 2026 Apr 29. doi: 10.1002/jdd.70253. Online ahead of print.
ABSTRACT
PURPOSE: The purpose of this study was to compare the Objective Structured Clinical Examination (OSCE) preparation and performance of foreign-trained dentists enrolled in a 28-month international dental program (DMDAS) with the traditional, domestic dental students (DMD).
MATERIAL AND METHODS: This study was exempted by the Institutional Review Board at the University of Illinois, Chicago (#2024-1441). De-identified OSCE results of 337 DMD and 249 DMDAS predoctoral dental students from the graduating classes of 2021-2025 were gathered and analyzed. For the purpose of analysis, differences greater than 2 standard deviations for each discipline tested on the OSCE were considered “academically meaningful.” Student perceptions and preparation strategies for the exam were assessed by an anonymous electronic survey disseminated to the class of 2025 (N = 118), 4 months following the OSCE. Descriptive and statistical analyses were performed (α = 0.05).
RESULTS: Both cohorts performed similarly with respect to the number of station failures. DMD students performed statistically significantly better than their counterparts in several OSCE stations; academically meaningful difference in performance was noted in Medical Referral, Lifelong Learning, and Evidence-Based Dentistry. Both student cohorts perceived the exam to have been fair and objective, covered a wide range of clinical applications and the curriculum, and was realistic. The exam platform and English proficiency seemed to have played a minor role in student’s perception of the exam outcomes.
CONCLUSION: Although OSCE performance varied between DMD and DMDAS students across disciplines/stations, no notable differences were found in how the two groups perceived the exam, nor in the total number of station failures.
PMID:42052779 | DOI:10.1002/jdd.70253
