Navigating Discordance: Assessing Varied Applications of the American Academy of Periodontology In-Service Examination in Postdoctoral Programs

Abstract

Introduction The American Academy of Periodontology (AAP) In-Service Examination (ISE) is offered annually to residents in postdoctoral periodontal programs across the United States and Canada. The language in AAP published guidance supports both formative and summative uses of the exam, presenting discordance in how to use and interpret the AAPISE. It is important to clarify how programs use data, as formative assessments are low-stakes and aim to provide feedback to learners for improving their learning. On the other hand, summative assessments are used to make high-stakes decisions, such as program admission, graduation, and licensure. These two types of assessments serve different purposes and have distinct outcomes. This study aimed to explore and characterize how stakeholders utilize the AAPISE and its associated score reports. Methods Semi-structured interviews of periodontology program directors, department chairs, and residents were conducted in 2022. Data from these interviews were explored, coded, and thematically analyzed. Results A total of 16 interviews were conducted and analyzed: four chairs, eight program directors, and four residents representing the experience at 20 postdoctoral periodontal programs. Five major themes were identified regarding the use of the AAPISE: formative assessment, board preparation, program development, promoting a culture of achievement, and summative assessment. Conclusion This study's findings suggest varied uses of the AAPISE amongst postdoctoral periodontal program stakeholders, reflecting the variance within the AAP guidance. The discordant uses and guidance jeopardize the AAPISE’s potential to align with the 2018 Consensus Framework for Good Assessment elements. The authors propose recommendations to the AAP and stakeholders for future use.