Exam evaluation in prosthodontics across preclinical and clinical years from students' perspective: A cross-sectional study

IF 1.7 4区教育学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE

European Journal of Dental Education Pub Date : 2024-01-29 DOI:10.1111/eje.12993

Rasha A. Alamoush, Samiha Sartawi, Nesreen A. Salim, Faleh Sawair, Julfikar Haider, Kifah Jamani

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引用次数: 0

Abstract

Introduction

The purpose of this study was to explore the students' perceptions and performance in prosthodontics theory exam.

Methods

A cross-sectional descriptive study was conducted on 560 (80.82%) students of different levels (third, fourth and fifth years) to explore their opinions and performance with regard to a number of issues on a prosthodontics theory exam (exam evaluation, exam preparation, exam material, exam timing). Demographic data were also collected. Descriptive statistics were generated and Chi-square test, independent sample t-test, ANOVA test and Pearson's correlation coefficient were used to examine the associations between different variables. The significance level was set at p < .05.

Results

Students' responses regarding exam evaluation was influenced by their gender, study level, high-school Grade Point Average (GPA) and undergraduate cumulative GPA. Perceived exam difficulty was significantly affected by gender (p = .03) and study level (p < .001), and negatively correlated to both high-school GPA (p < .001) and university GPA (p = .03). The vast majority (88.2%) depended on lecture hand-outs and lecture notes for study. Exam material and preparation were not significantly affected by any of the demographic variables with most respondents (76.8%) thinking that the lectures blended with prosthodontics laboratories/clinics would improve their understanding of the exam material. The suggested best time to conduct the exam was early afternoon (31.6%). Student performance was significantly affected by the study level (p < .001) and cumulative GPA (p < .001) with significant positive correlation between the high-school GPA and the mark in the exam (r = .29, p < .001) and by the amount of time students spent for exam preparation (p < .001). Those students who reported using textbooks to prepare for the exam got significantly higher marks (66.1 ± 8.7) compared to the students who did not (62.8 ± 9.7) (p = .03).

Conclusions

Course level, GPA and gender were identified as the most influential factors in different aspects of exam evaluation and students' performance. Regular study and use of textbooks were demonstrated to improve academic performance. Additional orientation and guidance relating to the exam (especially for third year students) would be welcomed, as would alternate teaching methods such as small group discussions or study groups.

查看原文本刊更多论文

从学生的角度看口腔修复学临床前和临床年级的考试评价：横断面研究。

引言本研究旨在探讨学生在口腔修复学理论考试中的看法和表现：对不同年级（三年级、四年级和五年级）的 560 名学生（80.82%）进行了横断面描述性研究，探讨他们对修复学理论考试中一些问题（考试评价、考试准备、考试材料、考试时间）的看法和表现。此外，还收集了人口统计学数据。研究采用了描述性统计、卡方检验、独立样本 t 检验、方差分析检验和皮尔逊相关系数来检验不同变量之间的联系。显著性水平设定为 p：学生对考试评价的反应受其性别、学习水平、高中平均学分绩点（GPA）和本科累计平均学分绩点（GPA）的影响。性别（p = .03）和学习水平（p 结论）对考试难度的感知有明显影响：课程水平、平均学分绩点和性别被认为是对考试评价和学生成绩的不同方面影响最大的因素。经常学习和使用教科书被证明能提高学习成绩。与考试有关的额外指导和指引（尤其是对三年级学生）以及小组讨论或学习小组等其他教学方法将受到欢迎。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Dental Education 医学-学科教育

CiteScore

4.10

自引率

16.70%

发文量

127

审稿时长

6-12 weeks

期刊介绍： The aim of the European Journal of Dental Education is to publish original topical and review articles of the highest quality in the field of Dental Education. The Journal seeks to disseminate widely the latest information on curriculum development teaching methodologies assessment techniques and quality assurance in the fields of dental undergraduate and postgraduate education and dental auxiliary personnel training. The scope includes the dental educational aspects of the basic medical sciences the behavioural sciences the interface with medical education information technology and distance learning and educational audit. Papers embodying the results of high-quality educational research of relevance to dentistry are particularly encouraged as are evidence-based reports of novel and established educational programmes and their outcomes.