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Perceptual ability tests correlate to performance on a rudimentary dental anatomy laboratory exercise
Author(s) -
Hankle Jennifer L.,
Imbery Terence A.,
Carrico Caroline K.
Publication year - 2021
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/jdd.12565
Subject(s) - rubric , inter rater reliability , wilcoxon signed rank test , dental education , grading (engineering) , physical therapy , reliability (semiconductor) , psychology , fluency , intraclass correlation , medicine , educational measurement , orthodontics , medical education , dentistry , mathematics education , rating scale , clinical psychology , psychometrics , pedagogy , developmental psychology , civil engineering , power (physics) , physics , quantum mechanics , engineering , curriculum
Purpose Objective of this study was to determine if perceptual abilities test (PAT), quantitative reasoning (QR), and academic average (AA) scores predict performance in a rudimentary dental anatomy laboratory exercise. Methods First‐year dental students (n = 88) completed two identical wax carving exercises during the first and last weeks of the dental anatomy course. After being given detailed instructions and a wax block, students carved a cube and a semilunar shape using the wax subtraction technique. Using a rubric, students self‐assessed their work as unsatisfactory, satisfactory, or ideal in the following areas: finish, sharpness, symmetry, and accuracy. Two calibrated and blinded faculty graded the exercise using the same rubric as the students. Cohen's kappa coefficient assessed faculty interrater reliability and student‐faculty reliability. Changes in scores between the two exercises were evaluated using Wilcoxon signed rank and paired t‐tests. Spearman's correlation coefficient and repeated measures analysis assessed the association between shape carving scores and DAT, QR, and AA scores. Results Faculty interrater reliability ranged from 0.2554 to 0.4186 for the assessed criteria over the two exercises. Student‐faculty rater reliability ranged from 0.1299 to 0.4461. Only PAT scores correlated significantly to higher scores for the four grading criteria for both exercises. Student self‐assessment improved with the second exercise. Conclusions This rudimentary exercise was useful to identify students early in their dental education who may require more guidance in other manual dexterity courses. Faculties require additional training and calibration. Self‐assessment is a life‐long process of critical thinking that students are just beginning to learn.