Evaluation of Objective Structured Clinical Examination-assessed competence and perceived confidence in oral surgery among final-year undergraduate student.
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Abstract
Objectives: This study aimed to evaluate dental students' competencies and self-confidence in performing common oral surgical procedures. It further aimed to assess potential correlations among levels of competence and confidence with student gender.
Methods: Final-year undergraduate students from Mosul Dental School in Iraq were enrolled in a summative Objective Structured Clinical Examination (OSCE) to assess their competence in core skills and knowledge in oral surgery (OS). The students were also invited to participate in the ABAOMS self-assessment questionnaire to assess self-perceived confidence in performing OS procedures. Gender correlation with competence and confidence was computed via the Pearson Chi-square test (p ≤ 0.05).
Results: A total of 272 students were evaluated for OS competence. Students' highest competence was in dental anatomy (91.1%), while history-taking and tooth extraction scored the highest failure levels (56.1%) and (39.1%), respectively. For self-confidence, students felt adequately prepared to carry out several clinical procedures although they indicated low confidence in performing minimally practiced procedures. No significant correlation was detected in the total confidence versus competence except for the management of post-extraction complications. Results also showed no significant correlation between students' competence-confidence-gender; except for the administration of local anesthesia among females (p-value 0.007 ≤0.01).
Conclusion: The findings of this study show that the competence and self-perceived confidence of final-year students were generally satisfactory for a range of clinical and affective skills. However, several areas of weakness were identified which underscore the need for modification of the current curriculum to improve the preparedness of undergraduate dental students as safe beginners in OS.
期刊介绍：
The Journal of Dental Education (JDE) is a peer-reviewed monthly journal that publishes a wide variety of educational and scientific research in dental, allied dental and advanced dental education. Published continuously by the American Dental Education Association since 1936 and internationally recognized as the premier journal for academic dentistry, the JDE publishes articles on such topics as curriculum reform, education research methods, innovative educational and assessment methodologies, faculty development, community-based dental education, student recruitment and admissions, professional and educational ethics, dental education around the world and systematic reviews of educational interest. The JDE is one of the top scholarly journals publishing the most important work in oral health education today; it celebrated its 80th anniversary in 2016.
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