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Agreement between faculty member assessments and student self‐assessments in a preclinical endodontic programme
Author(s) -
AlRahabi Mothanna K.,
AlKady Ayman M.,
Ghabbani Hani M.
Publication year - 2019
Publication title -
australian endodontic journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.703
H-Index - 34
eISSN - 1747-4477
pISSN - 1329-1947
DOI - 10.1111/aej.12324
Subject(s) - grading (engineering) , wilcoxon signed rank test , dentistry , medical education , endodontics , root canal , medicine , self assessment , psychology , engineering , pedagogy , curriculum , civil engineering
This study aimed to evaluate the agreement between faculty member assessments and student self‐assessments regarding the latter's performance in a preclinical endodontic course. The data were collected from 30 undergraduate dental students enrolled in a preclinical endodontic course at Taibah University in Saudi Arabia during 2017–2018 academic year. One course coordinator calibrated the grading method and distributed it to all staff and students. Students were asked to appraise their own performance of a root canal treatment for a tooth with a single canal. After the student self‐assessments, two staff members also graded student performance using the same grading scale. The assessment agreement was compared between student and faculty evaluations using a Wilcoxon signed‐rank test with a 0.05 significance level. There was a significant difference ( P < 0.05) between student and staff member assessment scores. Student scores were lower and had a weak reliability compared to those of staff members.