scholarly journals Comparison of Digital Self-Assessment Systems and Faculty Feedback for Tooth Preparation in a Preclinical Simulation

2021 ◽  
Vol 18 (24) ◽  
pp. 13218
Author(s):  
Milan Stoilov ◽  
Lea Trebess ◽  
Markus Klemmer ◽  
Helmut Stark ◽  
Norbert Enkling ◽  
...  
Keyword(s):  
Statistical Difference ◽  
Self Assessment ◽  
Examination Performance ◽  
Assessment Systems ◽  
Digital Methods ◽  
Tooth Preparation ◽  
Faculty Feedback ◽  
Direct Feedback

Background: Regarding the new dental licensing regulations in Germany (AOZ), this study evaluated the effectiveness of two different digital tooth preparation validation systems in comparison to traditional faculty feedback. Methods: Participants were randomly divided into groups: Faculty Feedback (FF: n = 33), PrepCheck® (PC: n = 32) and Dental Teacher™ (n = 32). Students had the task to prepare tooth 16 for a retentive full-cast crown. Preparations could be repeated as often as desired. Feedback was provided either by faculty staff or by digital validation systems only. Exams were conducted and graded by two independent and experienced examiners. A survey was performed to evaluate the assessment concepts. Results: No statistical difference in examination performance between groups could be observed. Nevertheless, the survey showed participants preferred consulting the faculty staff rather than the digital validation systems. Students preferred practising with DT rather than with PC. Conclusions: Although both classical and digital methods showed comparable results regarding the preparation examination performance, direct feedback by the faculty staff is still appreciated by the students. A combination of both methods is mandatory since demonstration and advice by the teacher is needed. However, digital tooth preparation validation systems are predestined for free practice sessions, providing self-assessment.

Faculty feedback that begins with resident self-assessment: motivation is the key to success

2017 ◽  
Vol 52 (3) ◽  
pp. 314-323 ◽  
Author(s):  
Alex Moroz ◽  
Margaret Horlick ◽  
Neil Mandalaywala ◽  
David T Stern
Keyword(s):  
Self Assessment ◽  
Faculty Feedback

scholarly journals MMOG/LE: Improving supply chain delivery performance through buyer- supplier collaboration

2015 ◽  
Vol 25 (2) ◽  
pp. 57-68
Author(s):  
Timothy W Butler ◽  
David L Williams ◽  
Tingting Yan
Keyword(s):  
Automotive Industry ◽  
Assessment Tool ◽  
Materials Management ◽  
Self Assessment ◽  
Material Management ◽  
Delivery Performance ◽  
Scor Model ◽  
Tier 1 ◽  
Assessment Systems ◽  
Effective System

This article introduces readers to a relatively new self-assessment tool for measuring the readiness and effectiveness of supplier materials management and logistics processes in the automotive industry. The tool, the Material Management Operating Guidelines/Logistics Evaluation (MMOG/ LE), was developed by the Automotive Industry Action Group (AIAG), and Odette International – a European alliance of automotive companies. The article begins with an introduction to the topic of quality and materials management assessment systems. The author’s then report on what they learned about MMOG/LE based on a review of the system and other comparable systems, and based on interviews with OEM’s and tier 1 and 2 auto suppliers that use the system. The article begins with a description of what the MMOG/LE system is, and how it works. The article then has a section comparing MMOG/LE and ISO/TS16949, and then another section comparing MMOG/LE and the SCOR model. The authors then address and comment on various strengths and weaknesses of the MMOG/LE model. Finally, the authors make several recommendations on how the system and processes for managing it could be improved. Overall, the authors find that MMOG/LE is an effective system for improving materials management and logistics performance.

Factors influencing medical students′ self-assessment of examination performance accuracy: A United Arab Emirates study

2016 ◽  
Vol 29 (2) ◽  
pp. 75 ◽  
Author(s):  
Margaret El-Zubeir ◽  
Sami Shaban ◽  
ElhadiH Aburawi ◽  
Khalifa Elzubeir ◽  
Sambandam Elango
Keyword(s):  
Medical Students ◽  
United Arab Emirates ◽  
Self Assessment ◽  
Examination Performance ◽  
Performance Accuracy ◽  
Factors Influencing

Self-assessment systems, tax auditing, and tax evasion

2020 ◽  
pp. 249-254
Author(s):  
E. Kartiko ◽  
L. Nurlaela ◽  
H.S. Hanifah ◽  
M. Romdhon ◽  
S. Yantika
Keyword(s):  
Tax Evasion ◽  
Self Assessment ◽  
Assessment Systems

scholarly journals Overview of scales and questionnaires applied in the assessment of the «quality of life» for craniopharyngioma patients

2016 ◽  
Vol 19 (4) ◽  
pp. 195-202
Author(s):  
Maxim A. Kutin ◽  
Yu. G Sidneva ◽  
T. I Ionova
Keyword(s):  
Quality Of Life ◽  
The Self ◽  
Self Assessment ◽  
Assessment Systems ◽  
The Given

In this article there was reviewed the literature devoted to the problem of the assessment of the quality of life ofpatients with craniopharyngiomas. The given article raises questions about the application of questionnaires for the assessment of the quality of life, inability to the use the self-assessment systems in the classic sense in patients with craniopharyngiomas, and the need for the doctor himself to deliver systems for the evaluation of results of the management and outcomes.

scholarly journals Feedback Design Considerations for Intelligent Team Tutoring Systems

2018 ◽  
Vol 62 (1) ◽  
pp. 1977-1981 ◽  
Author(s):  
Jamiahus Walton ◽  
Alec Ostrander ◽  
Kaitlyn Ouverson ◽  
Stephen B. Gilbert ◽  
Michael Dorneich ◽  
...  
Keyword(s):  
Task Performance ◽  
Self Assessment ◽  
Tutoring Systems ◽  
Design Considerations ◽  
Team Tutoring ◽  
Computer Based ◽  
Improved Performance ◽  
Feedback Content ◽  
Or Team ◽  
Direct Feedback

Challenges arise when developing a computer-based Intelligent Team Tutoring System (ITTS) that attempts to deliver feedback to teams as effectively as a human tutor. The purpose of this current work is to outline elements of feedback that should be considered when designing feedback for an ITTS. The authors present the results of a study that consisted of 32 participants grouped into 16 teams of two. Each team conducted a surveillance task where they received individual or team feedback. Feedback content was written using either the bald (direct feedback; no need for interpretation) or off-record (general feedback; interpretation needed) etiquette strategy. The results showed that feedback delivered using the bald etiquette strategy positively correlated with improved performance. The results also showed that team level feedback positively correlated with more accurate self-assessment among participants. This suggests that in an ITTS, direct feedback can lead to better performance, and that feedback provided at the team level can help to align self-interpretation of performance with actual task performance.

From “Self-Tested” to “Self-Testing”

2012 ◽  
pp. 119-132 ◽  
Author(s):  
Mingming Zhou
Keyword(s):  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Two Dimensions ◽  
Self Assessment ◽  
Tutoring Systems ◽  
Self Testing ◽  
Depth Analysis ◽  
Assessment Systems ◽  
Analysis And Synthesis ◽  
The Way

This chapter consists of an in-depth analysis and synthesis of the research and development of self-assessment systems for learning. 15 intelligent tutoring systems were reviewed according to the way they support self-assessment during different learning stages – the timing of taking a self-test, the way the test is designed, and the way the feedback is produced upon the test result. The author noted a shift from students’ being self-tested (by the system) to self-testing themselves (by requesting and designing tests). This shift not only highlights the need for learners to exercise agency during learning by experiencing more autonomy for self-assessment but also establishes the pedagogical framework for intelligent tutoring system design. The author proposed a model of directed self-assessment which encompasses two dimensions with one emphasizing students’ initiatives and the other focusing on external scaffold from intelligent self-assessment systems. In this way, learners are greatly encouraged and scaffolded to take a more active part in managing and assessing their own learning.

Faculty feedback versus residents' self-assessment of operative performance: Different but complementary

2018 ◽  
Vol 215 (2) ◽  
pp. 288-292 ◽  
Author(s):  
Nathan Tanoue ◽  
Lev N. Korovin ◽  
Melissa Carton ◽  
Carlos A. Galvani ◽  
Iman Ghaderi
Keyword(s):  
Self Assessment ◽  
Operative Performance ◽  
Faculty Feedback
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