TY - JOUR
T1 - The role of self-and peer assessment in dental students' reflective practice using standardized patient encounters
AU - Quick, Karin K.
PY - 2016/8/1
Y1 - 2016/8/1
N2 - The aim of this study was to gain insight into the nature of the role played by self-and peer assessment in the development of dental students' reflective practice skills and the value gained through structured encounters with standardized patients. Four standardized patient encounters in an objective structured clinical exam (OSCE) format served as a learning experience for students to demonstrate decision making and communication skills in complex scenarios regarding issues of ethics. Self-and peer assessment and peer-to-peer discourse were used to enhance student reflection. A sample of 16 peer pairs was randomly selected from the population of 108 fourth-year students who participated in the 2014 Clinical Dental Ethics OSCE. Data were collected from self-and peer assessment forms. Five overall performance themes (personal affect, verbal communication, professional demeanor, relationship-building, and patient management) and three student learning themes (application and knowledge, ways to change, and impressed with peer/increased confidence in self) were identified. The results showed that peer assessment ratings were consistently higher than those in the self-assessments, but overall the students deemed both their peers' and their own decision making and communication skills to be quite good. These students rated their experience with the OSCE and self-and peer assessments as positive, appreciating the importance of reflection and learning from their peers. These results provide support for the continued formative use of standardized patient OSCEs and self-and peer assessment to help students develop skills in decision making, communication, professionalism, and reflection.
AB - The aim of this study was to gain insight into the nature of the role played by self-and peer assessment in the development of dental students' reflective practice skills and the value gained through structured encounters with standardized patients. Four standardized patient encounters in an objective structured clinical exam (OSCE) format served as a learning experience for students to demonstrate decision making and communication skills in complex scenarios regarding issues of ethics. Self-and peer assessment and peer-to-peer discourse were used to enhance student reflection. A sample of 16 peer pairs was randomly selected from the population of 108 fourth-year students who participated in the 2014 Clinical Dental Ethics OSCE. Data were collected from self-and peer assessment forms. Five overall performance themes (personal affect, verbal communication, professional demeanor, relationship-building, and patient management) and three student learning themes (application and knowledge, ways to change, and impressed with peer/increased confidence in self) were identified. The results showed that peer assessment ratings were consistently higher than those in the self-assessments, but overall the students deemed both their peers' and their own decision making and communication skills to be quite good. These students rated their experience with the OSCE and self-and peer assessments as positive, appreciating the importance of reflection and learning from their peers. These results provide support for the continued formative use of standardized patient OSCEs and self-and peer assessment to help students develop skills in decision making, communication, professionalism, and reflection.
KW - Assessment
KW - Dental education
KW - Dental students
KW - Objective structured clinical examination
KW - Reflective practice
KW - Self-assessment
KW - Standardized patients
UR - http://www.scopus.com/inward/record.url?scp=84980384615&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84980384615&partnerID=8YFLogxK
M3 - Article
C2 - 27480703
AN - SCOPUS:84980384615
VL - 80
SP - 924
EP - 929
JO - Journal of Dental Education
JF - Journal of Dental Education
SN - 0022-0337
IS - 8
ER -