Preclinical Operative Dentistry Research Articles

Students’ perception toward traditional versus interactive lectures in preclinical operative dentistry course: A comparative cross-sectional study

ABSTRACT Background: A lecture is one of the most common methods of teaching in higher education. The lecture is generally divided into interactive and traditional. Objectives: This study aimed to assess and compare senior and junior preclinical dental students’ perceptions of interactive lectures versus traditional lectures during the preclinical operative course. Materials and Methods: This was a descriptive, comparative cross-sectional study among 100 undergraduate students from Igraa College, Sudan. Students from 2 class years were involved; the first one was batch 2 (semester 6) and the second group was batch 3 (semester 5). Fourteen preclinical operative dentistry lectures were delivered to both classes (7 lectures were interactive and 7 were traditional) during the full-time course. At the end of the course, a self-administered questionnaire included questions about students’ demographic data and their perceptions toward traditional and interactive lectures. A comparison between different nonparametric data was done by Chi-square test with the level of significance set at P < 0.05. Results: The response rate was 77%, where male students were 26 (33.8%) and female students were 51 (66.2%). There was no statistically significant difference between sex and class year in terms of the student’s preference for the types of lecture. Female students 42 (54.5%) and male students 24 (31.2%) agreed that interactive lectures increase focus on the material more than traditional lectures. The majority of students from both class years agreed that interactive lectures help them in leadership skills 58 (75.4%) and improving their communication between professors and students 65 (84.4%). Conclusions: interactive teaching has been greatly accepted by students who were accustomed to traditional teaching with differences in the preference of either type of lecture.

Dental students Perception toward Objective Structured Clinical Examination in preclinical operative dentistry: Cross-sectional study. Igraa College, Sudan

Dental students Perception toward Objective Structured Clinical Examination in preclinical operative dentistry: Cross-sectional study. Igraa College, Sudan

Association of student performance between dental anatomy waxing and preclinical operative dentistry

Spatial perception and psychomotor skills are critical components to clinical dentistry. However, measures within the dental school curricula have not been sufficiently studied and evaluated for their effectiveness in predicting preclinical performance. The objective of this study was to examine whether students’ waxing skills are associated with preclinical operative performance. This study included 65 students from two class years at the Harvard School of Dental Medicine. Regression analysis was utilized to assess associations between waxing scores and operative exam scores. Waxing scores were found to be positively correlated with all operative practical exam scores and significantly associated with the class III resin composite restoration (coefficient, 0.42; P = 0.02) and the combined operative exam scores (coefficient, 0.33; P = 0.04). Wax-up assessments could serve as a predictor for preclinical performance and identify students who would benefit from additional assistance to help foster a more inclusive learning environment.

Integrative, case-based approach to preclinical operative dentistry daily assignments.

Journal of Dental EducationAccepted Articles ADVANCING THROUGH INNOVATIONOpen Access Integrative, Case-Based Approach to Preclinical Operative Dentistry Daily Assignments Erin E. Maruska DMD MPH, Corresponding Author Erin E. Maruska DMD MPH [email protected] University-Arizona School of Dentistry & Oral Health, Mesa, AZ, USA Correspondence Erin E. Maruska, University-Arizona School of Dentistry & Oral Health, 5850 E. Still Circle, Mesa, AZ, USA. Email: [email protected]Search for more papers by this authorAmira Elgreatly DDS MS, Amira Elgreatly DDS MS University-Arizona School of Dentistry & Oral Health, Mesa, AZ, USASearch for more papers by this authorWilliam Madaio DMD, William Madaio DMD University-Arizona School of Dentistry & Oral Health, Mesa, AZ, USASearch for more papers by this authorKlud Razoky BDS NZDREX, Klud Razoky BDS NZDREX University-Arizona School of Dentistry & Oral Health, Mesa, AZ, USASearch for more papers by this author Erin E. Maruska DMD MPH, Corresponding Author Erin E. Maruska DMD MPH [email protected] University-Arizona School of Dentistry & Oral Health, Mesa, AZ, USA Correspondence Erin E. Maruska, University-Arizona School of Dentistry & Oral Health, 5850 E. Still Circle, Mesa, AZ, USA. Email: [email protected]Search for more papers by this authorAmira Elgreatly DDS MS, Amira Elgreatly DDS MS University-Arizona School of Dentistry & Oral Health, Mesa, AZ, USASearch for more papers by this authorWilliam Madaio DMD, William Madaio DMD University-Arizona School of Dentistry & Oral Health, Mesa, AZ, USASearch for more papers by this authorKlud Razoky BDS NZDREX, Klud Razoky BDS NZDREX University-Arizona School of Dentistry & Oral Health, Mesa, AZ, USASearch for more papers by this author First published: 12 April 2023 https://doi.org/10.1002/jdd.13221 This article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as https://doi.org/10.1002/jdd.13221 AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Accepted ArticlesAccepted, unedited articles published online and citable. The final edited and typeset version of record will appear in the future. RelatedInformation

Evaluating a Constructivist Model for Learning Clinical Skills in Pre-Clinical Years of a Dental Curriculum

Objective: The purpose of this study was to investigate whether or not using a constructivist model for teaching clinical skills had an impact on students' performance in a pre-clinical operative dentistry course. Study Design: Randomized Control Trial Place and Duration: College of Dentistry, Jouf University, Saudi Arabia, two months (March and April 2022). Methods: A total of 50 second year BDS students participated in this trial. The students were divided randomly into two groups. Group I received traditional method and group II received constructivist method. The students' capability of performing rubber dam application skill on the typodont tooth was evaluated through the use of laboratory activities. After the conclusion of the research, the participants were given a questionnaire to complete out and provide feedback on. Examinations that were objective and systematic were performed on both groups clinically (OSCEs). Results: There was a statistically significant difference in learning modes (p 0.001). The students learning method has nothing to do with their age or gender. Group II (constructivist) demonstrated considerably higher development in scores across lab tasks (p<0.05). While students of all backgrounds valued supplemental learning resources, those who got aligned materials reported feeling more grateful for them. Conclusion: The constructivist approach can be used as a complementary teaching strategy in pre-clinical operative dentistry courses to improve students' learning outcomes and prepare them for success in the dental profession. Keywords: preclinical education, predoctoral education, learning styles, operative dentistry, and education.

Perceptions of Dental Students t ceptions of Dental Students toward Dentistr d Dentistry and Difficulties y and Difficulties They Face during Pr ace during Preclinical Oper eclinical Operative Dentistr e Dentistry Education ducation

Objective: The aim of this study is to assess the attitudes of dental students toward dentistry and the difficulties they face during their preclinical operative dentistry education, especially its practical aspect. Methods: About 100 third-year dental students answered a paper-based survey questionnaire (response rate = 90.90%), which was prepared and distributed in April 2019. The data were analyzed using SPSS version 22 (IBM SPSS, Turkey), and a one-way ANOVA test was used to determine the students’ competence for patient treatment based on their difficulty scores. Results: No statistically significant relationship was identified between the participants’ difficulty scores and grade point averages (p > 0.05). The students who felt ready for their clinical dental education phase—due the following year—had statistically significant lower difficulty scores than those who felt incompetent and uncertain (p: 0.005; p < 0.05). Notably, there was no statistically significant difference in the difficulty scores (p > 0.05) between the participants who felt incompetent and uncertain. Conclusion: Dental practice plays an important role in preclinical operative dentistry education. Therefore, dental students should be adequately prepared for operative preclinical practice, which can be achieved by offering more preclinical practice through collaboration with educators.

A complex haptic exercise to predict pre-clinic operative dentistry performance: A prospective study.

The purpose of this study was to determine whether performance on a complex manual dexterity haptic test was associated with preclinical operative dentistry practical examination scores in handpiece naïve students. Thirty-nine first-year pre-clinical operative dentistry students completed a 15-min complex manual dexterity exercise "D-circle" repeated eight times in succession before the beginning of the preclinical operative dentistry course. A composite haptic score was compared with students' subsequent preclinical operative examination performance and perceptual ability test scores. Mean accuracy scores on the haptic test increased, and failures decreased across the eight repetitions. Thirty students were successful at least twice in eight attempts, while nine failed all or all but one attempt. The group that failed all or all but one had lower mean scores on the first practical examination (Exam 1) (78.4vs. 82.2, p =0.23 Student's t-test), and 7.0 odds of failing the examination (confidence interval 0.95-51.4, p=0.06). As a diagnostic predictor of pre-clinical operative dentistry performance, failing all, or all but one attempt at the haptic test had 60% sensitivity and 82% specificity as a predictor of failure on Exam 1. This resulted in correct classification of 79%. These data provide evidence for the first time that a complex manual dexterity test on a haptic simulator given to dental students was predictive of early pre-clinical success. These prospective results confirm previous retrospective studies and if replicated in larger cohorts may lead to improvements in the dental school admissions process.

Association of admissions factors with student performance in preclinical operative dentistry.

Admission to dental school is based on various factors including academic achievements in undergraduate coursework and the Dental Admission Test (DAT) scores. Students' success in an operative course requires fundamental knowledge, hand skills, spatial awareness, and self-assessment ability. The goal of this study is to evaluate how admissions factors, such as Grade Point Average (GPA) and DAT, including the Perceptual Ability Test (PAT), relate to students' academic and preclinical performance and self-assessment skills in preclinical operative dentistry. A total of 239 students were included from seven class years (2016-2022). Third-year dental students participated in a preclinical operative dentistry course. At the end of the course, they took the final multiple-choice exam and performed four competency examination procedures: Class II amalgam preparation and restoration and Class III resin-composite preparation and restoration. Calibrated faculty graded students' work independently and students also self-assessed their performance using the same rubrics as faculty. Linear regressions were performed to estimate the association between the admission factors with the mean faculty scores (measuring preclinical performance), student-faculty (S-F) gap scores (evaluating self-assessment skills), and their final didactic exam scores. Overall, students' self-assessment was higher compared to faculty score. Linear regression analysis demonstrated positive correlations between the PAT and students' preclinical performance as well as between the DAT and their didactic exam scores. In general, S-F gap score decreased as PAT score increased, and it was statistically significant lower for the Class III preparation, indicating a better self-assessment skill. No correlations were observed between student performance and GPA scores. The findings from the association between student performance and admission factors may play an important role in the dental school admissions process and assist students who may benefit from early faculty intervention and support.

Educational Videos as an Adjunct Learning Tool in Pre-Clinical Operative Dentistry-A Randomized Control Trial.

Background: E-learning is an important adjunct used for teaching clinical skills in medicine dentistry. This study evaluated and compared the effectiveness of e-learning resources as an additional teaching aid to traditional teaching methods in male and female students and based on CGPA scores in a pre-clinical operative skill course. Methods: A randomized control trial was conducted in the College of Dentistry, Jouf University, to assess the impact of e-learning resources in learning clinical skills in a pre-clinical operative dentistry course. Fifty second-year dental students were randomly divided into two groups, with 25 students each. Group A (control group) was taught using traditional teaching methods, and Group B (intervention group) used e-learning resources along with traditional methods. Both groups were assessed using objective structured clinical examinations (OSCEs). Standardized forms prepared by faculty members were used to assess the students. The students also filled in a questionnaire afterwards to provide feedback regarding the e-learning resources. Results: The difference between both groups was statistically significant (p < 0.05). Female students performed better in three OSCE stations out of six. Furthermore, the students positively responded to the use of additional resources. Conclusion: The use of e-learning resources in pre-clinical operative dentistry courses can be a useful adjunct to traditional teaching methods and can result in better learning of dental pre-clinical operative skills.

Impact of the Haptic Virtual Reality Simulator on Dental Students' Psychomotor Skills in Preclinical Operative Dentistry.

One of the current trends in dental education is to empower dental students on a global platform using advanced technology. Haptic virtual reality simulation (HVRS) is a relatively new technology in the field of teaching and learning operative dentistry. This study aims to assess the impact of haptic virtual reality simulation (HVRS) on dental students’ psychomotor skills acquisition in preclinical operative dentistry. Class I cavity preparations (CP) were performed at baseline by 21 novice dental students on plastic teeth. Duration of CP was recorded and cavity features were evaluated and scored. Then, students were exposed to HVRS training on CP. Another Class I CP was performed by each student on plastic teeth after HVRS training, then evaluated, and the duration was recorded. There was a statistically significant decrease in CP performance time after HVRS training (p < 0.001) and an increase in the mean total marks of CP after HVRS training (p < 0.001). The change in the students’ performance in the CP displayed a statistically significant improvement after HVRS training in smoothness of the pulpal floor (p = 0.047), pulpal floor direction (p = 0.029), buccal, lingual, and mesial wall direction (p = 0.004, p = 0.025, p = 0.002), mesial and distal wall smoothness (p = 0.01, p = 0.001), internal line angle (p = 0.024), and internal point angle (p = 0.029). Overall improved performance in psychomotor skills was found after HVRS training. It could be beneficial to incorporate HVRS training early in pre-clinical operative dentistry courses as an adjunct to conventional phantom head training.

Dental Students' Didactic and Psychomotor Skills Performance in Dental Anatomy and Preclinical Operative Dentistry Courses in a Saudi Governmental School.

Background Knowledge and psychomotor skills are essential in dental education. The aims were to (1) investigate the correlation between dental students' didactic and psychomotor skills performance in the dental anatomy and preclinical operative dentistry courses and (2) explore the impact of gender on students' performance in both courses. Materials and Methods A retrospective cohort study was performed on dental students' (164 students; 72 males and 92 females) dental anatomy and preclinical operative courses scores of the same class over 2 years (2018–2020). Didactic and practical scores were collected. The didactic scores included examinations. Practical scores included tooth wax carving for the dental anatomy course and class II cavity preparations and restorations for the preclinical operative. Student's t-test and ANOVA were used to analyze the difference between the didactic and psychomotor skills scores of both courses and genders. Pearson's correlation coefficient was used to explore correlations (p < 0.05). Results Moderate, positive, and significant correlations were found between didactic scores in both courses and between dental anatomy's didactic and psychomotor skills. A weak, positive, and significant correlation existed between the preclinical operative didactic and psychomotor silks (p < 0.05). Females' didactic performance was significantly better than males. Gender had a significant, positive, and moderate correlation in the dental anatomy course, but moderate-weak in preclinical operative (p < 0.05). Conclusion Students' didactic and psychomotor performance correlations in dental anatomy and preclinical operative courses were positive. The correlation was moderate and weak and varied by course. Gender had a significant impact on student performance and varied by procedure and courses investigated.

The impact of COVID‐19 pandemic on student performance and self‐evaluation in preclinical operative dentistry

IntroductionDuring the COVID‐19 pandemic, dental schools were required to reformat their curricula to accommodate regulations mandated to protect the health of students and faculty. For students enrolled in the Operative Dentistry preclinical courses at the Harvard School of Dental Medicine (HSDM), this modified curriculum included frontloading the course with lectures delivered remotely, followed by in‐person laboratory exercises of learned concepts. The aim of this article was to determine the impact that the modifications had on student performance and student self‐evaluation capabilities.Materials and methodsThirty‐eight students were introduced to this restructured course. Their performance in a final multiple‐choice (MC) examination, four preclinical laboratory competency assessments (class II amalgam preparation and restoration, class III composite preparation and restoration) and their self‐assessment of these preclinical competency assessments were then compared with the pre‐COVID pandemic (P‐CP) classes from years 2014 to 2019 (n = 216 students). Linear regressions were performed to determine differences in mean faculty scores, self‐assessment scores, student‐faculty score gaps (S‐F gaps) and absolute S‐F gaps seen between the class impacted by the pandemic and the P‐CP classes.ResultsThe results demonstrated that students during the COVID‐19 pandemic (D‐CP) had a higher average faculty score in all four preclinical laboratory competency assessments and in the final MC examination. In addition, the S‐F gap was smaller in this cohort as compared with the P‐CP classes.ConclusionDespite the challenges of restructuring the preclinical curricula, D‐CP students performed better than their P‐CP predecessors in multiple facets of this Operative Dentistry course including self‐assessment accuracy.

Incorporation of remote feedback in a preclinical operative dentistry course prompted by COVID-19.

Journal of Dental EducationVolume 86, Issue S1 p. 776-779 ADVANCING THROUGH INNOVATION Incorporation of remote feedback in a preclinical operative dentistry course prompted by COVID-19 Luis Sensi DDS, MS, PhD, Corresponding Author Luis Sensi DDS, MS, PhD [email protected] orcid.org/0000-0001-8182-5837 Department of General Dentistry, East Carolina University School of Dental Medicine, Greenville, North Carolina, USA Correspondence Luis Sensi, Department of General Dentistry, East Carolina University School of Dental Medicine, 1851 MacGregor Downs Road, Mail Stop 701, Greenville, NC 27834, USA. Email: [email protected]Search for more papers by this authorRoopwant Kaur BDS, MS, Roopwant Kaur BDS, MS orcid.org/0000-0003-0697-8977 Department of General Dentistry, East Carolina University School of Dental Medicine, Greenville, North Carolina, USASearch for more papers by this author Luis Sensi DDS, MS, PhD, Corresponding Author Luis Sensi DDS, MS, PhD [email protected] orcid.org/0000-0001-8182-5837 Department of General Dentistry, East Carolina University School of Dental Medicine, Greenville, North Carolina, USA Correspondence Luis Sensi, Department of General Dentistry, East Carolina University School of Dental Medicine, 1851 MacGregor Downs Road, Mail Stop 701, Greenville, NC 27834, USA. Email: [email protected]Search for more papers by this authorRoopwant Kaur BDS, MS, Roopwant Kaur BDS, MS orcid.org/0000-0003-0697-8977 Department of General Dentistry, East Carolina University School of Dental Medicine, Greenville, North Carolina, USASearch for more papers by this author First published: 08 August 2021 https://doi.org/10.1002/jdd.12772Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume86, IssueS1Supplement: Advancing Through InnovationJune 2022Pages 776-779 RelatedInformation

Personality, learning styles and handedness: The use of the non-dominant hand in pre-clinical operative dentistry training.

This research was undertaken with the aim of using personality traits, learning styles and handedness to develop and evaluate a scale to measure a new concept in operative dentistry, symmetrisation. An initial hypothesis was proposed, stating that handedness, personality trait and learning style could be used to predict symmetrisation potential in the domain of operative dentistry. Participants completed three questionnaires: the Edinburgh handedness inventory assessment; the Keirsey Temperament Sorter-II (KTS-II); and the learning style assessment (VARK). Then, participants prepared a cavity on an artificial third molar tooth in the traditional phantom head using their non-dominant hand. For evaluation and comparison purposes, Standard Tessellation Language images were obtained from prepared teeth using a CAD/CAM scanner and then aligned against a reference "unprepared" tooth image using a custom software developed by the authors based on the Iterative Closest Point algorithm. Extroverts, intuitive and participants characterised as relying on their feelings were more accurate compared to introverts, sensory and toughminded participants, respectively. Extroverts were faster to complete the task compared to introverts. Participants with a preference for read/writing learning style produced more errors than any of the other groups. Handedness, however, did not show any significant association with performance. It was concluded that both the KTS-II and the learning style assessment (VARK) questionnaires possess potential as useful measures of symmetrisation potential and the ability to use the non-dominant hand in operative dentistry, as well as platform for continuing research.

Teaching a preclinical operative dentistry course in different teams: Ensuring good communication.

Teaching a preclinical operative dentistry course in different teams: Ensuring good communication.

Assessing likelihood of using the Bruininks-Oseretsky test of motor proficiency to predict preclinical performance of dental students.

ObjectiveThe acquisition of motor skills is a key competency for the practice of dentistry, and innate abilities have been shown to influence motor performance. Thus, finding the most efficient manual dexterity tests may predict performance of dental students. The current study used the Bruininks–Oseretsky Test of Motor Proficiency, to assess motor skills of first year (D1) and second year (D2) dental students.Materials and methodsThree fine motor subsets of the BOT‐2—fine motor precision, fine motor integration, and manual dexterity—were administered to D1 and D2 dental students in 2017 and 2018. The BOT‐2 subset scores of D1 students were compared with those of D2 students, who had preclinical dental experiences. For D2 students, we tested for correlations between BOT‐2 subset scores and performance scores in a preclinical operative dentistry course.ResultsNo differences were found between D1 and D2 students for any BOT‐2 subtest scores (all Ps > .09). No correlations were found between total scores of each BOT‐2 subtest and the operative dentistry course for D2 students (all Ps > .20).ConclusionsOur results suggested the BOT‐2 was not predictive of manual skills of dental applicants or preclinical dental students. Although we assumed students would perform well with instruction, practice, and feedback, we were unable to determine whether innate abilities influenced acquisition of manual dexterity skills. More research about the acquisition of technical clinical skills in dentistry is required.

The Role of Digital 3D Scanned Models in Dental Students' Self-Assessments in Preclinical Operative Dentistry.

The aim of this study was to determine how dental student self-assessment and faculty assessment of operative preparations compared for conventional visual assessment versus assessment of scanned digital 3D models. In 2016, all third-year students in the Class of 2018 (N=35) at Harvard School of Dental Medicine performed preclinical exams of Class II amalgam preparations (C2AP) and Class III composite preparations (C3CP) and completed self-assessment forms; in 2017, all third-year students in the Class of 2019 (N=34) performed the same exams. Afterwards, the prepared typodont teeth were digitally scanned. Students self-assessed their preparations digitally, and four faculty members graded the preparations conventionally and digitally. The results showed that, overall, the students assessed their preparations higher than the faculty assessments. The mean student-faculty gaps for C2AP and C3CP in the conventional assessments were 11% and 5%, respectively. The mean digital student-faculty gap for C2AP and C3CP were 8% and 2%, respectively. In the conventional assessments, preclinical performance was negatively correlated with the student-faculty gap (r=-0.47, p<0.001). The correlations were not statistically significant with the digital assessments (p=0.39, p=0.26). Students in the bottom quartile significantly improved their self-assessment accuracy using digital self-assessments over conventional assessments (C2AP 10% vs. 17% and C3CP 3% vs. 10%, respectively). These results suggest that digital assessments offered a significant learning opportunity for students to critically self-assess themselves in operative preclinical dentistry. The lower performing students benefitted the most, improving their assessment ability to the level of the rest of the class.

Layered Base Plate Blocks and Operative Dentistry Skills

Preclinical dental training is essential for the development of psychomotor skills necessary for clinical practice. The study aimed to investigate the impact of teaching with a layered base plate blocks on cavity preparations and students' self-perceived confidence, readiness, and ability. A cross-sectional study recruited 52 dental students into two groups; one trained (test) with layered base plate and the other without (control). Students answered an eight-question survey to assess self-perceived confidence, readiness, and ability for performing cavity preparation at the start of their first preclinical operative dentistry course. Students prepared one molar tooth for a class I cavity and two for class II cavities. Preparations were assessed for different elements of depth and outline extension by two blinded examiners. Statistically significant differences were found between the median scores with respect to the preparation of class II cavities among students exposed to layered base plate (Mann-Whitney U-test, p < 0.05). There were no significant differences between the median scores awarded with respect to the preparation of class I cavity. A statistically significant difference was reported in self-perceived confidence among students who trained with the layered base plate (x2, p < 0.05). Training on the layered base plate blocks increased students' initial confidence level in performing cavity preparations, and improved the preparation skills in class II cavity. This study explores the methods of enhancing motor skills taught in preclinical operative dentistry courses, especially in short academic programs.

Challenging the arbitrary cutoff score of 60%: Standard setting evidence from preclinical Operative Dentistry course

Introduction: This paper conducted standard setting (SS) (Angoff and Hofstee methods) to determine cutoff scores for summative examinations and to compare the derived passing levels to the existing fixed passing score of 60% in the Faculty of Dentistry at King Abdulaziz University.Methods: Historic performance data for final examinations in preclinical Operative Dentistry course were used by four raters to conduct both Angoff and Hofstee methods to determine the cut off scores for three academic years (2012, 2013, and 2014).Results: Both methods yielded higher than 60% cut off scores for each year. For the first examination of academic year 2012, the cutoff score was 64.75, while it was 63.5 for year 2013, and 66.75 for the last academic year of 2014. Hofstee scores were 64.5, 65.25, and 62.25 consecutively for years 2012 through 2014.Conclusions: Using Angoff or Hofstee methods, yielded higher than the fixed 60% passing score currently used by the dental school. The use of Angoff method alone is encouraged as there were limitations to using the Hofstee method to determine the cut off score. This finding provides preliminary support to use evidence-based SS methods to determine the cutoff score for the whole Dentistry program.

Development and Assessment of Discrimination Exercises for Faculty Calibration in Preclinical Operative Dentistry

The aims of this study were to identify the level of interexaminer agreement among preclinical operative dentistry faculty members when grading Class II preparations performed by first-year dental students; to develop discrimination exercises for specific preparation components where interexaminer agreement was poor; and to evaluate if the discrimination exercises were able to improve inter- and intraexaminer agreement. In the preliminary phase of this study, 13 components of 32 Class II cavity preparations were assessed by eight course faculty members at one U.S. dental school. Analysis of average interexaminer agreement on these components revealed that six were below 60%. These were proximal contact clearance, retention groove placement, retention groove depth, preparation walls, preparation margins, and preparation toilet/debris. A 30-minute calibration session was subsequently developed to provide discrimination exercises utilizing 3-D models and digital images of various levels of student performance for five of the six components. Immediately following calibration, the course faculty assessed the same 32 preparations (Phase I) followed by a delayed assessment without calibration (Phase II) approximately six months later. The results showed that overall interexaminer reliability improved after calibration. Although there was a decline in interexaminer reliability after an interval of six months (Phase II), the degree of variation among examiners was lower than in the preliminary assessment. These findings support the use of discrimination exercises for preclinical operative dentistry course faculty to increase interexaminer agreement and thereby improve the consistency of faculty-student communication.