(631.11) Uncovering the Perceptions of Grades in Dentistry Students – How Grades are Impacting Learning & Clinical Development

Poster Board Number: C11
Introduction: AAA has separate poster presentation times for odd and even posters.
Odd poster #s – 10:15 am – 11:15 am
Even poster #s – 11:15 am – 12:15 pm

Jenna Yuen (Western University), Andrew Horne (Western University), Tyler Beveridge (Western University), Sarah McLean (Western University)

Introduction

Grades in healthcare professional schools may be doing more harm than good. In fact, educators and researchers suggest grades have lasting negative impacts on professional development and the ability to navigate clinical settings (i.e., impairs self-regulated learning, interferes with developing patient-care competencies, and decreases levels of empathy). Although some studies have incorporated grade perceptions into their investigations, we lack research dedicated to primarily understanding the student’s perception of grades, and whether they think grades help or hinder the quality of their clinical learning.

Aims

The first aim of this study is to identify the most prevalent grade perceptions among dentistry students. The second aim is to explore the underlying contributing factors and to determine how dentistry students’ grade perceptions are influencing their learning and clinical development.

Methods

To address the first aim, we distributed an online survey to dentistry students at the Schulich School of Medicine amp; Dentistry. To address our second aim, we conducted virtual semi-structured interviews and a focus group on the same population of dentistry students. Survey results guided and informed interview/focus group discussions. Qualitative data was analyzed through an inductive thematic process.

Results

Fourteen grade perception themes were identified. The three most frequent perceptions were grades as a tool for ranking students, an evaluation tool to test knowledge and comprehension, and a feedback tool on comprehension. Seventy students participated in the survey; 70% agreed that grades guided their learning/studying strategies; 91% agreed grades reflected their ability to memorize content; 85% did not think grades accurately represented their practical skills; and 89% agreed that grades determined their acceptance into specialty/residency programs.

Nine students participated in the interviews/focus group. Emerging topics included the importance of grades during specialty/residency applications, the disconnect between grades on a 0-100% scale and clinical development, and mixed opinions about grades facilitating learning. Characterization of dentistry students’ perceptions towards grades in a clinical learning environment is ongoing.

Conclusion

Dentistry students commonly perceive grades as a ranking tool because of its central role in specialty/residency applications. While some note that grades help their learning, the majority of students agree that grades reflect memorization of content. Our data also suggest students do not find grades on the 0-100% scale helpful in their clinical development because it does not indicate whether professionally acceptable standards are met. Findings obtained from our study brings students’ voices to the forefront of the ongoing discussion about grades, and may provide important considerations for future healthcare professional curricula.

Faculty Support for Research in Education (FSRE) grant through the Schulich School of Medicine amp;amp; Dentistry