Self-assessment in dentistry: hand skills, gender, technology, and culture
(PO-047) Self-assessment in Dentistry: Hand Skills, Gender, Technology and Culture
Sunday, March 20, 2022
1:00pm – 3:00pm EST
Location: Hall C
Author: Lilia J. Tabassian, BS – Dental Student, Harvard School of Dental Medicine Author: David L. Kornmehl, D.M.D. – Harvard School of Dental Medicine Author: Ruchika Agrawal, BS – DMD Candidate 2022, Harvard School of Dental Medicine Author: Jacqueline Harris, D.M.D. – Harvard School of Dental Medicine Author: Aisha Ba, D.M.D. – Harvard School of Dental Medicine Author: Masako Nagasawa, D.D.S, Ph.D. – Niigata University Author: Supattriya Chutinan, D.D.S. – Harvard School of Dental Medicine Author: Hiroe Ohyama, D.M.D. – Assistant Professor, Harvard School of Dental Medicine Submitter: Lilia J. Tabassian, BS – Dental Student, Harvard School of Dental Medicine
Objectives: Self-assessment is a fundamental skill in dentistry. In preclinical operative dentistry we have demonstrated associations between self-assessment and several factors including preclinical performance, gender, culture and technology use. This poster will discuss these factors and how they impact self-assessment in preclinical dental training.
Methods: We explored the impact of multiple factors on self-assessment including hand-skills, gender, culture, and 3D technology. Third-year students (Class of 2016 to 2021) at Harvard School of Dental Medicine completed preclinical assessments and evaluated their performance. Using the same rubric, calibrated faculty graded the student’s work and the difference between the student and the average faculty score was calculated. To evaluate the impact of 3D scanning technology, the prepared typodont teeth were digitally scanned and the scanned images were self-assessed by students . To compare cultures, US student self-assessment was compared to students at a Japanese dental school. The data was then analyzed to determine the impact of these factors on self-assessment.
Results: In terms of preclinical performance, low‐performing students overestimated their self‐assessments while high‐performing students had more accurate self‐assessments and tended to underestimate themselves. For gender, male students significantly overestimated their self-assessments compared to female students. Through the use of digital self-assessments, lower performing students significantly improved their self‐assessment accuracy, suggesting that digital assessments offer a learning opportunity. Culturally, the comparison between students in the US and Japan demonstrated that Japanese students may score themselves more closely to their faculty assessors than the US students.
Conclusion: Hand-skills, gender, culture, and 3D technology impact self-assessment. Since preclinical performance is associated with self-assessment skills, learning about the impact of these factors, such as student’s gender and cultural background, can help educators plan early, personalized intervention for lower-performing students. Although further studies are needed, it may lead the improvement of preclinical and ultimately clinical training.
