Preferences of dental undergraduate students regarding assessment and learning approach: A cross-sectional study

Abstract

Background: Assessment is a vital component of a curriculum. Assessment is considered to drive learning. Students’ views and perception about assessment and learning can help us understand how student perceive and approach their learning. Objective: The present study was designed with an objective to gain insight into dental undergraduate students’ assessment and learning approach preferences. Materials and Methods: A close-ended questionnaire-based cross-sectional study was conducted among undergraduate dental students. Informed consent was taken from all the study subjects. The study population consisted of 382 dental students from two dental institutes that were enrolled using a systematic random sampling methodology. Statistical analysis was done using Pearson’s Chi-square test and multivariate analysis was performed using binary logistic regression. Results: Formative assessment in the form of assignment/written test was considered as most useful by 62.4% (239) of subjects. Multiple choice questions (MCQs) were rated as very useful by 56.2% (214) and useful by 36.8% (141) of subjects. Equal number of subjects (50%) considered oral viva and objective structured practical examination (OSPE)/objective structured clinical examination (OSCE) as useful. Subjects studying in 1st institute were more likely to rate various assessment methods/tools as very useful and useful as compared to subjects studying in 2nd institute. Conclusion: Necessary reforms need to be incorporated into the dental curriculum in India. There is a strong need to make assessment continuous and formative as well as incorporate newer assessment tools such as MCQs and OSPE/OSCE to enhance and optimize the learning process of dental students.