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Diş Hekimliği Eğitiminde Beceri ve Yeterliğin Değerlendirilmesi I: Kontrol Listeleri ve Ölçekler

Year 2019, Volume: 6 Issue: 5, 52 - 71, 02.12.2019
https://doi.org/10.15311/selcukdentj.562508

Abstract




Diş hekimliği
eğitiminin hedefi; mezunların güvenli, etkili ve bağımsız uygulamaları
yapabilme seviyesine ulaşmalarına yardımcı olmaktır. Bu düzeydeki yeterlik;
mezuniyet için gerekli minimum performans seviyesindeki akademik bilgi, klinik
beceri ve profesyonel davranışların kazanımını gerektirir. Diş hekimliği
eğitimindeki beceri kavramı; mesleki becerileri akla getirir. Bununla birlikte,
diş hekimliği gibi meslekler için öğrencilerin sadece klinik olarak yetkin olmakla
kalmayıp, topluma iyi hizmet verebilmek için iyi uyum becerilerine de sahip
olmaları beklenir. Performans kontrol listeleri ve ölçekler öğrencilerin
becerilerinin ölçülmesinde kullanılan araçlardır. Çok iyi bilindiği gibi,
“değerlendirme öğrenimi yönlendirir” ve öğrenimin şeklini ve içeriğini
programlar. Bu derleme çalışmasında, ölçme ve değerlendirme yöntemleri; kontrol
listeleri ve ölçeklerin hazırlığı, kullanımı ve doğru ölçme aracının tercihi
konusunda bilgi verilerek, diş hekimliği öğrencilerinin yeterlik ve
becerilerinin ölçülmesinde kullanılan güncel uygulamalar konusunda farkındalık
oluşturulmaktadır.




References

  • 1. Albino JE, Young SK, Neumann LM, Kramer GA, Andrieu SC, Henson L. Assessing dental students’ competence: best practice recommendations in the performance assessment literature and investigation of current practices in predoctoral dental education. J Dent Educ 2008;72:1405-35.
  • 2. Bertoli E, Lawson KP, Bishop SS. Dental Students’ Skills Assessments: Comparisons of Daily Clinical Grades and Clinical and Laboratory Assessments. J Dent Educ 2018;82: 417-23.
  • 3. Plasschaert AJM, Manogue M, Lindh C, McLoughlin J, Murtomaa H, Nattestad A et al. Curriculum content, structure and ECTS for European dental schools. Part II: methods of learning and teaching, assessment procedures and performance criteria. Eur J Dent Educ 2007;11:125-36.
  • 4. Khan K, Ramachandran S. Conceptual framework for performance assessment: competency, competence and performance in the context of assessments in healthcare - deciphering the terminology. Med Teach 2012;34:920–8.
  • 5. Chambers DW, Glassman P. A primer on competency-based evaluation. J Dent Educ 1997; 61: 651–66.
  • 6. Chambers DW. Some problems in problem-based learning. J Dent Educ 1995;59:567-72.
  • 7. McMullan M, Endacott R, Gray MA, Jasper M, Miller CM, Scholes J. Portfolios and assessment of competence: a review of the literature. J Adv Nurs 2003: 41: 283–94.
  • 8. Gonzalez MAG, Abu Kasim NH, Naimie Z. Soft skills and dental education. European J Dent Educ, 2013; 17:73-82.
  • 9. Quieng MC, Lim PP, Lucas MRD. 21st Century-based Soft Skills: Spotlight on Non-cognitive Skills in a Cognitive-laden Dentistry Program. European Journal of Contemporary Education, 2015; 11: 71-81.
  • 10. Hannah A, Lim BT, Ayers KMS. Emotional intelligence and clinical interview performance of dental students. J Dent Educ 2009;73:1107-17.
  • 11. Schönwetter DJ, Wener ME, Mazurat N. Determining the validity and reliability of clinical communication assessment tools for dental patients and students. J Dent Educ 2012;76:1276-90.
  • 12. Ihm JJ, Lee G, Kim KK, Janq KT, Jin BH. Who succeeds at dental school? Factors predicting students’ academic performance in a dental school in Republic of Korea. J Dent Educ 2013;77:1616-23.
  • 13. Stacey DG, Kurunathan TM. Noncognitive indicators as critical predictors of students’ performance in dental school. J Dent Educ 2015;79:1402-10.
  • 14. Virtue SM, Pendergast L, Tellez M, Waldron E, Ismail A. Identifying noncognitive skills that contribute to dental students’ success: dental faculty perspectives. J Dent Educ 2017; 81:300-9.
  • 15. Borghans L, Duckworth LE, Heckman JJ, Weel B. The economics and psychology of personal traits. J Human Resourc 2008;43:972-1059.
  • 16. Rosen JA, Glennie EJ, Dalton BW, Lennon J, Bozick RN. Noncognitive skills in the classroom: new perspectives on educational research. Research Triangle Park, NC: RTI International, 2010.
  • 17. García E. The need to address noncognitive skills in the education policy agenda. EPI Briefing Paper #386. Washington, DC: Economic Policy Institute, 2014.
  • 18. Turgut MF, Baykul Y. Eğitimde ölçme ve değerlendirme. 6. Baskı. Ankara, Pegem Akademi Yayıncılık, 2014.
  • 19. Akaltan F, Akçam MO, Öztan M, Gökalp H, Görgün S, Günhan M ve ark.ları. Diş Hekimliğinde Klinik Becerilerin Ölçülmesi ve Değerlendirilmesi. Ankara Üniversitesi Matbası, 1. Baskı, Ankara, 2015.
  • 20. Cronbach LJ. Essentials of psychological testing. 4th Edn. New York: Harper & Ro , 1984.
  • 21. Epstein R M. Medical Education –Assesment in medical education. N Engl J Med 2007; 356: 387–96.
  • 22. Burrows RS. Understanding self-assessment in undergraduate dental education. British Dent J 2018;224: 897-900.
  • 23. Kiehl C, Simmenroth-Nayda A, Goerlich Y, Entwistle A, Schiekirka S, Ghadimi BM. Standardized and quality-assured video-recorded examination in undergraduate education: informed consent prior to surgery. J Surg Res. 2014;191:64–73.
  • 24. Landes CA, Hoefer S, Schuebel F, Ballon A, Teiler A, Tran A. Long-term prospective teaching activity of practical skills training and a first OSCE in cranio maxillofacial surgery for dental students. J Craniomaxillofac Surg. 2014;42:97-104.
  • 25. Larsen DP, Butler AC, Roediger HL. Test-enhanced learning in medical education. Med Educ. 2008;42:959–66.
  • 26. Larsen DP, Butler AC, Roediger HL. Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial. Med Educ. 2009;43:1174–81.
  • 27. Roediger HL, Butler AC. The critical role of retrieval practice in long-term retention. Trends Cogn Sci. 2011;15:20-7.
  • 28. Kromann CB, Jensen ML, Ringsted C. The effect of testing on skills learning. Med Educ. 2009;43:21–7.
  • 29. van der Vleuten C. The assesment of professional competence: developments, research and practical implications. Adv Health Sci Educ Theory Pract 1996;1:41–67.
  • 30. R€uttermann S, Sobotta A, Hahn P, Kiessling C, H€artl A. Teaching and assessment of communication skills in undergraduate dental education – a survey in Germanspeaking countries Eur J Dent Educ 2017;21:151-8.
  • 31. Wass V, van der Vleuten, C Shatzer J, Jones R. Assessment of clinical competence. Lancet 2001;357:945–9.
  • 32. Birenbaum M, Breuer K, Cascallar E, Dochy F, Ridgway J, Dori J et al. A learning integrated assessment system. EARLI (European Association for Research on Learning and Instruction) series of position papers, 2005.
  • 33. Turgut MF. Eğitimde ölçme ve değerlendirme metotları. (3. Baskı). Ankara: Saydam Matbaacılık, 1984.
  • 34. Hale J. A Better Way to Measure Soft Skills. TD Magazine 2018;72:61-4.
  • 35. Crocker L, Algina J. Introduction to classical and modern test theory. New York: Harcourt Brace, 1986.
  • 36. Aiken LR. Rating scales and checklists: Evaulating behavior, personality, and attitudes. Canada: John Wiley & Sons, Inc., 1996.
  • 37. Baykul Y. Eğitimde ve psikolojide ölçme: Klasik test teorisi ve uygulaması. Ankara: ÖSYM Yayınları, 2000.
  • 38. Lichtenstein NV, Haak R, Ensmann I, Hallal H, Krämer K, Krause F et al. Does teaching social and communicative competences influence dental students’ attitudes towards learning communication skills? A comparison between two dental schools in Germany. GMS J Med Educ 2018;35:1-18.
  • 39. Lichtenstein NV, Ensmann I, Haak R, Hallal H, Kupke J, Matthes J et al. "May I help you?" – Evaluation of the new student service at the reception desk during the clinical courses at the Department of Operative Dentistry and Periodontology as a part of a longitudinal curriculum of social and communicative competences for dental students. GMS Z Med Ausbild. 2015;32:Doc31.
  • 40. Rees C, Sheard C, Davies S. The development of a scale to measure medical students' attitudes towards communication skills learning: the Communication Skills Attitude Scale (CSAS). Med Educ. 2002;36:141-7.
  • 41. Laurence B, Bertera EM, Feimster T, Hollander R, Stroman C. Adaption of the Communication Skills Attitude Scale (CSAS) to Dental Students. J Dent Educ. 2012;76:1629-38.
  • 42. Bitter K, R€uttermann S, Lippmann M, Hahn P, Giesler M. Self-assessment of competencies in dental education in Germany – a multicentred survey. Eur J Dent Educ 2016; 20: 229-36.

Assessment of Skill and Competence in Dental Education I: Control Lists and Rubrics

Year 2019, Volume: 6 Issue: 5, 52 - 71, 02.12.2019
https://doi.org/10.15311/selcukdentj.562508

Abstract




The
goal of dental education is to facilitate the development of an individual to a
level where they are capable of safe, effective and independent practice. This
degree of competency comprises academic knowledge, clinical skills and
professional attitudes and factors that define the minimum acceptable
performance level for a dentist at the time of graduation. Skills in dental
education are mainly described as professional psychomotor skills. However, students
in a professional undergraduate program such as dentistry are expected to not
only be clinically competent upon graduation but also to exhibit good soft
skills in order to serve the society at large. Performance checklists and
rubrics can help educators to define students’ skills in ways that are specific
to the work context and provide a way to record how well learners demonstrate
these skills and competencies. It is a general assumption that ‘assessment
drives learning’ through its format, content and programming. Preparing, using
and choosing the right rubric and/or checklist and also the assesment and
evaluation methods are discussed in this review study to help educators to
assess the competencies and the skills of their dental students.




References

  • 1. Albino JE, Young SK, Neumann LM, Kramer GA, Andrieu SC, Henson L. Assessing dental students’ competence: best practice recommendations in the performance assessment literature and investigation of current practices in predoctoral dental education. J Dent Educ 2008;72:1405-35.
  • 2. Bertoli E, Lawson KP, Bishop SS. Dental Students’ Skills Assessments: Comparisons of Daily Clinical Grades and Clinical and Laboratory Assessments. J Dent Educ 2018;82: 417-23.
  • 3. Plasschaert AJM, Manogue M, Lindh C, McLoughlin J, Murtomaa H, Nattestad A et al. Curriculum content, structure and ECTS for European dental schools. Part II: methods of learning and teaching, assessment procedures and performance criteria. Eur J Dent Educ 2007;11:125-36.
  • 4. Khan K, Ramachandran S. Conceptual framework for performance assessment: competency, competence and performance in the context of assessments in healthcare - deciphering the terminology. Med Teach 2012;34:920–8.
  • 5. Chambers DW, Glassman P. A primer on competency-based evaluation. J Dent Educ 1997; 61: 651–66.
  • 6. Chambers DW. Some problems in problem-based learning. J Dent Educ 1995;59:567-72.
  • 7. McMullan M, Endacott R, Gray MA, Jasper M, Miller CM, Scholes J. Portfolios and assessment of competence: a review of the literature. J Adv Nurs 2003: 41: 283–94.
  • 8. Gonzalez MAG, Abu Kasim NH, Naimie Z. Soft skills and dental education. European J Dent Educ, 2013; 17:73-82.
  • 9. Quieng MC, Lim PP, Lucas MRD. 21st Century-based Soft Skills: Spotlight on Non-cognitive Skills in a Cognitive-laden Dentistry Program. European Journal of Contemporary Education, 2015; 11: 71-81.
  • 10. Hannah A, Lim BT, Ayers KMS. Emotional intelligence and clinical interview performance of dental students. J Dent Educ 2009;73:1107-17.
  • 11. Schönwetter DJ, Wener ME, Mazurat N. Determining the validity and reliability of clinical communication assessment tools for dental patients and students. J Dent Educ 2012;76:1276-90.
  • 12. Ihm JJ, Lee G, Kim KK, Janq KT, Jin BH. Who succeeds at dental school? Factors predicting students’ academic performance in a dental school in Republic of Korea. J Dent Educ 2013;77:1616-23.
  • 13. Stacey DG, Kurunathan TM. Noncognitive indicators as critical predictors of students’ performance in dental school. J Dent Educ 2015;79:1402-10.
  • 14. Virtue SM, Pendergast L, Tellez M, Waldron E, Ismail A. Identifying noncognitive skills that contribute to dental students’ success: dental faculty perspectives. J Dent Educ 2017; 81:300-9.
  • 15. Borghans L, Duckworth LE, Heckman JJ, Weel B. The economics and psychology of personal traits. J Human Resourc 2008;43:972-1059.
  • 16. Rosen JA, Glennie EJ, Dalton BW, Lennon J, Bozick RN. Noncognitive skills in the classroom: new perspectives on educational research. Research Triangle Park, NC: RTI International, 2010.
  • 17. García E. The need to address noncognitive skills in the education policy agenda. EPI Briefing Paper #386. Washington, DC: Economic Policy Institute, 2014.
  • 18. Turgut MF, Baykul Y. Eğitimde ölçme ve değerlendirme. 6. Baskı. Ankara, Pegem Akademi Yayıncılık, 2014.
  • 19. Akaltan F, Akçam MO, Öztan M, Gökalp H, Görgün S, Günhan M ve ark.ları. Diş Hekimliğinde Klinik Becerilerin Ölçülmesi ve Değerlendirilmesi. Ankara Üniversitesi Matbası, 1. Baskı, Ankara, 2015.
  • 20. Cronbach LJ. Essentials of psychological testing. 4th Edn. New York: Harper & Ro , 1984.
  • 21. Epstein R M. Medical Education –Assesment in medical education. N Engl J Med 2007; 356: 387–96.
  • 22. Burrows RS. Understanding self-assessment in undergraduate dental education. British Dent J 2018;224: 897-900.
  • 23. Kiehl C, Simmenroth-Nayda A, Goerlich Y, Entwistle A, Schiekirka S, Ghadimi BM. Standardized and quality-assured video-recorded examination in undergraduate education: informed consent prior to surgery. J Surg Res. 2014;191:64–73.
  • 24. Landes CA, Hoefer S, Schuebel F, Ballon A, Teiler A, Tran A. Long-term prospective teaching activity of practical skills training and a first OSCE in cranio maxillofacial surgery for dental students. J Craniomaxillofac Surg. 2014;42:97-104.
  • 25. Larsen DP, Butler AC, Roediger HL. Test-enhanced learning in medical education. Med Educ. 2008;42:959–66.
  • 26. Larsen DP, Butler AC, Roediger HL. Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial. Med Educ. 2009;43:1174–81.
  • 27. Roediger HL, Butler AC. The critical role of retrieval practice in long-term retention. Trends Cogn Sci. 2011;15:20-7.
  • 28. Kromann CB, Jensen ML, Ringsted C. The effect of testing on skills learning. Med Educ. 2009;43:21–7.
  • 29. van der Vleuten C. The assesment of professional competence: developments, research and practical implications. Adv Health Sci Educ Theory Pract 1996;1:41–67.
  • 30. R€uttermann S, Sobotta A, Hahn P, Kiessling C, H€artl A. Teaching and assessment of communication skills in undergraduate dental education – a survey in Germanspeaking countries Eur J Dent Educ 2017;21:151-8.
  • 31. Wass V, van der Vleuten, C Shatzer J, Jones R. Assessment of clinical competence. Lancet 2001;357:945–9.
  • 32. Birenbaum M, Breuer K, Cascallar E, Dochy F, Ridgway J, Dori J et al. A learning integrated assessment system. EARLI (European Association for Research on Learning and Instruction) series of position papers, 2005.
  • 33. Turgut MF. Eğitimde ölçme ve değerlendirme metotları. (3. Baskı). Ankara: Saydam Matbaacılık, 1984.
  • 34. Hale J. A Better Way to Measure Soft Skills. TD Magazine 2018;72:61-4.
  • 35. Crocker L, Algina J. Introduction to classical and modern test theory. New York: Harcourt Brace, 1986.
  • 36. Aiken LR. Rating scales and checklists: Evaulating behavior, personality, and attitudes. Canada: John Wiley & Sons, Inc., 1996.
  • 37. Baykul Y. Eğitimde ve psikolojide ölçme: Klasik test teorisi ve uygulaması. Ankara: ÖSYM Yayınları, 2000.
  • 38. Lichtenstein NV, Haak R, Ensmann I, Hallal H, Krämer K, Krause F et al. Does teaching social and communicative competences influence dental students’ attitudes towards learning communication skills? A comparison between two dental schools in Germany. GMS J Med Educ 2018;35:1-18.
  • 39. Lichtenstein NV, Ensmann I, Haak R, Hallal H, Kupke J, Matthes J et al. "May I help you?" – Evaluation of the new student service at the reception desk during the clinical courses at the Department of Operative Dentistry and Periodontology as a part of a longitudinal curriculum of social and communicative competences for dental students. GMS Z Med Ausbild. 2015;32:Doc31.
  • 40. Rees C, Sheard C, Davies S. The development of a scale to measure medical students' attitudes towards communication skills learning: the Communication Skills Attitude Scale (CSAS). Med Educ. 2002;36:141-7.
  • 41. Laurence B, Bertera EM, Feimster T, Hollander R, Stroman C. Adaption of the Communication Skills Attitude Scale (CSAS) to Dental Students. J Dent Educ. 2012;76:1629-38.
  • 42. Bitter K, R€uttermann S, Lippmann M, Hahn P, Giesler M. Self-assessment of competencies in dental education in Germany – a multicentred survey. Eur J Dent Educ 2016; 20: 229-36.
There are 42 citations in total.

Details

Primary Language Turkish
Subjects Dentistry
Journal Section Review
Authors

Kadriye Funda Akaltan 0000-0001-6744-6312

Publication Date December 2, 2019
Submission Date May 9, 2019
Published in Issue Year 2019 Volume: 6 Issue: 5

Cite

Vancouver Akaltan KF. Diş Hekimliği Eğitiminde Beceri ve Yeterliğin Değerlendirilmesi I: Kontrol Listeleri ve Ölçekler. Selcuk Dent J. 2019;6(5):52-71.