gms | German Medical Science

Research in Medical Education – Chances and Challenges International Conference

20.05. - 22.05.2009, Heidelberg

Influence of assessment method on objectivity and reliability in grading prosthodontic restorations in preclinical dental education

Meeting Abstract

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Research in Medical Education - Chances and Challenges 2009. Heidelberg, 20.-22.05.2009. Düsseldorf: German Medical Science GMS Publishing House; 2009. Doc09rmeI4

DOI: 10.3205/09rme52, URN: urn:nbn:de:0183-09rme529

Veröffentlicht: 5. Mai 2009

© 2009 Scheutzel.
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

Abstract

Objective: The present study aims to evaluate the degree of objectivity (examiner independence) and reliability (reproducibility) when grading prosthodontic restorations in preclinical dental education and that depending on the applied assessment method and the person of examiner. Hereby, it is of special interest whether the reliability of the assessment can be increased by using structured evaluation sheet.

Method: For this purpose fifty complete cast restorations made by students from the regular preclinical prosthodontic course were judged each by the student him/herself, a fellow student, and four dentists (two each from the preclinical and the clinical course) independently from each other. The assessment was done successively using 4 different assessment systems:

1.
global assessment,
2.
schematic assessment using check list,
3.
analytical assessment using simply structured evaluation sheet with illustrations,
4.
analytical assessment using complexly structured evaluation sheet.

Results: The use of structured evaluation sheets (especially of the simply structured one with illustrations) leads to increase in both objectivity and reproducibility of all examiner groups’ evaluations and also statistically significant decrease in discrepancy between student’s self-assessment and external assessment.