gms | German Medical Science

Research in Medical Education – Chances and Challenges International Conference

20.05. - 22.05.2009, Heidelberg

First experiences with an OSPE in dental education

Meeting Abstract

  • corresponding author presenting/speaker Franz Michael Jakob - Ludwig-Maximilians University Munich, Department of Restorative Dentistry, Periodontology & Pedodontics, Munich, Germany
  • Katrin Brüshaver - Ludwig-Maximilians University Munich, Department of Restorative Dentistry, Periodontology & Pedodontics, Munich, Germany
  • Christina Ern - Ludwig-Maximilians University Munich, Department of Restorative Dentistry, Periodontology & Pedodontics, Munich, Germany
  • Yuri Malyk - Ludwig-Maximilians University Munich, Department of Restorative Dentistry, Periodontology & Pedodontics, Munich, Germany
  • Reinhard Hickel - Ludwig-Maximilians University Munich, Department of Restorative Dentistry, Periodontology & Pedodontics, Munich, Germany
  • Karin Christine Huth - Ludwig-Maximilians University Munich, Department of Restorative Dentistry, Periodontology & Pedodontics, Munich, Germany

Research in Medical Education - Chances and Challenges 2009. Heidelberg, 20.-22.05.2009. Düsseldorf: German Medical Science GMS Publishing House; 2009. Doc09rmeE8

DOI: 10.3205/09rme28, URN: urn:nbn:de:0183-09rme286

Veröffentlicht: 5. Mai 2009

© 2009 Jakob et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.de). Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Poster

The objective structured clinical/practical evaluation (OSCE/OSPE) is increasingly being used to evaluate the performance of student’s skills for clinical work on a practical basis. In medical education, intensive research has documented the value of OSCE/OSPE to assess fundamental student skills. In dental education, however, only little experience exists. This may be caused by the complex structuring of relevant work steps, the definition of evaluation criteria as well as the local and temporal organization of large student numbers. Therefore, we initialized an OSPE for 3rd year students at the Dept. of Restorative Dentistry, Periodontology & Pedodontics at the University of Munich.

Question: The questions were which content could be relevant and suitable to apply OSPE within the 3rd year of dental education, which time and effort is required, which kind of difficulties may occur and how it is evaluated by the students.

Methods: The 4 different stations (á 5 min, each supervised by an assistant professor) were installed at phantom patients. Essential skills within Restorative Dentistry and Endodontics were examined (students n=55): 1st, the isolation of a lower molar with a dental dam including fixation via a clamp, dental floss ligature and a wedge. Rubber dam isolation is mandatory for endodontic treatments and most adhesive dentistry procedures. 2nd, the placement of a matrix system at a class II cavity for accurate contacts on posterior composites. The students had the choice between a sectional matrix and a Tofflemire system. Task 3 comprised the correct conditioning of enamel and dentin before a composite filling with an “etch and rinse” DBA, optional Gluma Solid Bond or Syntac Classic. Station 4 insisted the correct choice and naming of instruments for trepanation, access and instrumentation of a root canal. Each practical task was evaluated using 10 predefined criteria (passing grade were 60%). Students’ feedback was obtained immediately after the examination by a questionnaire.

Results: 55 students passing the 4 stations needed 4 examiners, 1 organization assistant, 16 dental chairs with phantom heads and 4.5 h time. The 4 tasks were regarded as highly relevant for dental practice and rated good in combining the assessment of theoretical and practical knowledge. Main point of criticism by the students was the time pressure under which they had to complete the tasks. The comprehensibility and clearity of the tasks were also rated good, except on station four (endodontics), where some participants had problems. Nevertheless, all students passed the exam and noted a fun factor.

Conclusion: This OSPE may be considered as a highly relevant form for evaluating important practical skills especially in the preclinical period of dental education. Although, it is time and staff consuming, it is a motivating diversification at examination.