Abstract
PURPOSE/OBJECTIVES: As dental education evolves, a shift towards self- and peer-assessments, producing dental professionals who are reflective, life-long learners, is evident. This study aims to establish the agreement of competency between and amongst students, and their course tutors, during a pre-clinical skills programme.METHODS: Following cavity preparation of plastic teeth during a pre-clinical skills session, students assessed their own cavity preparations and those of their peers. Two course tutors undertook assessment of the same prepared teeth. Plastic teeth were used during the pre-clinical skills sessions and assessed using a WHO CPITN probe and light. Overall scores of competent (C) or not competent (NC) was assigned to each tooth. The data were collected and analysed using Fischer's exact test.RESULTS: No statistical significance was found between self-, peer- or tutor-assessments. Tutors’ assessments were in agreement. Peer- and self-assessment agreed with tutor-assessment two-thirds of the time. When not in agreement with tutor-assessment, peer- and self-assessment had a tendency to underestimate scores.CONCLUSION: Whilst no statistical significance was found, tutor-assessment had a high degree of agreement. Peer- and self-assessment appeared to agree with the tutor-assessment two-thirds of the time. When not in agreement with the tutor, students tended to underestimate themselves and their peers.
Pilot Study: Agreement Between Self-, Peer- and Tutor- Assessment in a Pre-Clinical Skills Programme
