Impact of a Structured Checklist on First-Year Dental Students' Self-Assessment and Teeth Carving Skills: A Prospective Cohort Study
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| Title: | Impact of a Structured Checklist on First-Year Dental Students' Self-Assessment and Teeth Carving Skills: A Prospective Cohort Study |
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| Language: | English |
| Authors: | Praveena Kulkarni, Venkatesh Kulkarni, Shailesh Lele, Prashant Rao |
| Source: | Discover Education. 2025 4. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Dentistry, Graduate Students, Self Evaluation (Individuals), Check Lists, Accuracy, Premedical Students, Skill Development |
| DOI: | 10.1007/s44217-025-00740-y |
| ISSN: | 2731-5525 |
| Abstract: | Background: Self-assessment, crucial skill in professional practice, is essential for dentists to deliver patient care. Teaching self-assessment in dental education prepares students for this role. Structured self-assessment refers to self-assessment guided by a predefined criterion-based checklist. This study aimed to evaluate the impact of structured checklist on First-year dental students' self-assessment and dental carving skills. The study also aimed to assess the influence of the checklist on faculty assessment. Methods: A prospective cohort study was conducted involving 32 first-year dental students. Participants completed two carving exercises: Exercise 1 (self-assessment without a checklist) and Exercise 2 (self-assessment with a checklist). Student self-assessments were compared with faculty assessments. Statistical analyses, including paired t-tests and effect size calculations, were performed. Student perceptions were assessed via a survey. Results: In Exercise 1, a significant discrepancy was observed between student self-assessments and faculty assessments (p = 0.002). In Exercise 2, alignment between student and faculty assessments significantly improved (p = 0.001). Inter-exercise comparisons showed a significant increase in student self-assessment scores with the checklist (p < 0.001). Furthermore, the increased faculty assessment scores in Exercise 2 indicate a tangible improvement in carving skills. Survey results indicated positive student perceptions regarding the checklist's usability and effectiveness. Conclusions: Structured self-assessment significantly improved the accuracy of student self-evaluations and may have contributed to the students' enhanced dental carving skills. This approach offers a valuable tool for preclinical dental education, promoting objective self-assessment and skill development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489148 |
| Database: | ERIC |
| Abstract: | Background: Self-assessment, crucial skill in professional practice, is essential for dentists to deliver patient care. Teaching self-assessment in dental education prepares students for this role. Structured self-assessment refers to self-assessment guided by a predefined criterion-based checklist. This study aimed to evaluate the impact of structured checklist on First-year dental students' self-assessment and dental carving skills. The study also aimed to assess the influence of the checklist on faculty assessment. Methods: A prospective cohort study was conducted involving 32 first-year dental students. Participants completed two carving exercises: Exercise 1 (self-assessment without a checklist) and Exercise 2 (self-assessment with a checklist). Student self-assessments were compared with faculty assessments. Statistical analyses, including paired t-tests and effect size calculations, were performed. Student perceptions were assessed via a survey. Results: In Exercise 1, a significant discrepancy was observed between student self-assessments and faculty assessments (p = 0.002). In Exercise 2, alignment between student and faculty assessments significantly improved (p = 0.001). Inter-exercise comparisons showed a significant increase in student self-assessment scores with the checklist (p < 0.001). Furthermore, the increased faculty assessment scores in Exercise 2 indicate a tangible improvement in carving skills. Survey results indicated positive student perceptions regarding the checklist's usability and effectiveness. Conclusions: Structured self-assessment significantly improved the accuracy of student self-evaluations and may have contributed to the students' enhanced dental carving skills. This approach offers a valuable tool for preclinical dental education, promoting objective self-assessment and skill development. |
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| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-025-00740-y |
