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Improving student learning in root canal treatment using self‐assessment
Author(s) -
Manogue M.,
Brown G. A.,
Nattress B. R.,
Fox K.
Publication year - 1999
Publication title -
international endodontic journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.988
H-Index - 119
eISSN - 1365-2591
pISSN - 0143-2885
DOI - 10.1046/j.1365-2591.1999.00251.x
Subject(s) - task (project management) , medical education , self assessment , openness to experience , psychology , mathematics education , dentistry , medicine , pedagogy , engineering , social psychology , systems engineering
Aim This paper reports the first attempts to implement a new course in endodontology for undergraduate dental students based upon independent, reflective learning and self‐ assessment. Methodology The responses were analysed of two successive cohorts of third‐year students to laboratory courses in (i) the restoration of teeth with crowns and (ii) endodontology and root canal treatment. The major changes introduced to the endodontology course were a substantial reduction in the number of formal lectures, the introduction of a series of structured tutorials, time for private study and the use of self‐assessment in practical classes. Results The evidence indicates that the new approach increased student confidence in practical skills, although the time available for operative practice was actually reduced; there was a perceived increase in problem‐solving ability; and that students felt encouraged to pursue greater understanding. Reports from tutors suggested that students’ self‐assessments became more accurate as the courses proceeded. Seven experiential learning points were derived from the study. These included the importance of careful planning, well‐designed assessment procedures and the creation of a climate of trust and openness. Conclusions The task of developing fully the students’ skills of accurate self‐assessment remains a challenge.