Self‐assessment and peer‐assessment of the psychomotor skills in preclinical prosthodontics: A prospective study

Introduction Students' self‐assessment and peer assessments are essential to understand the rubrics criteria and improve their psychomotor skills. The purpose of this study was to assess the impact of self‐assessment score (SAS), peer‐assessment score (PAS) and teacher assessment score (TAS) on...

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Bibliographic Details
Published in:European journal of dental education 2023-08, Vol.27 (3), p.601-609
Main Authors: Ellakany, Passent, El Tantawi, Maha, Al‐Eraky, Doaa M., Aly, Nourhan M., Al‐Eraky, Mohamed M.
Format: Article
Language:English
Subjects:
Clinical Competence
Dental prosthetics
Dental schools
Dentistry
Education, Dental - methods
Educational Measurement - methods
Humans
Medical education
Motor ability
peer‐assessment
pre‐clinical fixed prosthodontics
Prospective Studies
Prosthodontics
Prosthodontics - education
Self-Assessment
Students
teacher‐assessment
Training
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Summary:Introduction Students' self‐assessment and peer assessments are essential to understand the rubrics criteria and improve their psychomotor skills. The purpose of this study was to assess the impact of self‐assessment score (SAS), peer‐assessment score (PAS) and teacher assessment score (TAS) on the final scores of the psychomotor skills of dental students in a preclinical fixed prosthodontics course. Materials and Methods A prospective study included D2 students in a preclinical fixed prosthodontics course for two consecutive academic years from September 2017 to May 2019. Students' performance of various procedures over 14 sessions was assessed by SAS, PAS and TAS. Repeated‐measures ANOVA was used to assess differences between the three scores and control charts showed their change over time. Multivariable linear regression was used to assess the association between two outcome variables: TAS and the total preclinical score and the explanatory variables: SAS, PAS, TAS, gender and GPA. The significance level was set at 5%. Results SAS had a significantly higher mean (80.21) than TAS (79.32) and PAS (78.58). SAS reached higher levels earlier than TAS and PAS. PAS had a stronger association with TAS than SAS (partial eta squared, η2 = 0.17 and 0.13), whereas SAS significantly predicted total preclinical score (p 
ISSN:1396-5883
1600-0579
DOI:10.1111/eje.12846