(PO-143) Integrating Students as Mock Board Examiners

Author: Barry D. Hammond, D.M.D. – Professor, Department of General Dentistry, Dental College of Georgia at Augusta University
Author: Kim L. Capehart, D.D.S., Ph.D, M.B.A. – Assistant Professor, Interim Department Chair, Department of General Dentistry, Dental College of Georgia at Augusta University
Author: Nancy B. Young, D.M.D. MEd – Assistant Dean & Associate Professor, Dental College of Georgia at Augusta University
Submitter: Barry D. Hammond, D.M.D. – Professor, Department of General Dentistry, Dental College of Georgia at Augusta University

Objectives: Preparing for clinical boards is a stressful event for all dental students. There are many studies available correlating mock boards with the clinical examination, however limited studies exist on the effect of utilizing students as mock board examiners. This recently implemented strategy at the Dental College of Georgia has proven to be very successful in terms of preparing the students for the actual board examination. In this simulation exercise, the student becomes the teacher as they review and evaluate the candidates (fellow classmates) in regards to preparations/restorations, modification requests, and completion/correctness of all required documentation. Following review of the protocol used at DCG, the participants will be able to develop similar strategies at their institution for utilizing senior dental students as examiners during mock board examinations.

Methods: DS4 students (n=96) were required as part of the Dental College of Georgia Mock Boards preparation course to participate not only as clinicians, but also as clinic floor examiners and graders over the course of three days dedicated to this preparatory exercise.

Results: 99% of the DS4 students successfully passed the 2021 ADEX Board examination which was given for the first time in 2021 in the state of Georgia.

Conclusion: As a result of students assuming the roles of floor examiners and graders, their comments were overwhelmingly positive in that they felt better prepared for the actual examination and had a much better understanding of grading criteria and all other expectations related to the examination process..