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Effectively Teaching Self‐Assessment: Preparing the Dental Hygiene Student to Provide Quality Care
Author(s) -
Jackson Sarah C.,
Murff Elizabeth J. Tipton
Publication year - 2011
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.2011.75.2.tb05034.x
Subject(s) - rubric , dental hygiene , curriculum , self assessment , medical education , wilcoxon signed rank test , thematic analysis , quality (philosophy) , perception , psychology , bonferroni correction , medicine , qualitative research , mathematics education , pedagogy , mathematics , statistics , social science , philosophy , epistemology , neuroscience , sociology
Literature on self‐assessment presents substantial evidence regarding the impact of self‐assessment on dental practitioners and quality of care. Related dental hygiene research documents a need to enhance self‐assessment curricula; however, no published curriculum module exists to effectively teach self‐assessment. The purpose of this study was to explore the impact of a self‐assessment educational module for dental hygiene curricula designed using adult learning principles. This module was implemented with thirty‐three dental hygiene students in their junior year using a one‐group, pretest‐posttest design. Results analyzed using matched pairs Wilcoxon signed‐rank test indicated the self‐assessment module was effective (p<0.01 corresponding to a Bonferroni FWER of 0.20) in improving some aspects of the students’ perceptions and voluntary clinical application of self‐assessment. No statistically significant relationship was found between the students’ perceptions and their application of self‐assessment using Pearson's correlation. The quality of self‐assessment comments on the students’ daily clinical evaluation forms was also enhanced after module implementation (p<0.05). This change in quality after module implementation was demonstrated by a quantitative analysis using a self‐designed rubric and a qualitative thematic analysis of student comments to identify predominant themes. Students also were surveyed to determine which module components were most effective. Findings indicate a self‐assessment educational module enhanced these dental hygiene students’ self‐assessment perceptions and skills.