Self-assessment Of Skills Research Articles

MEMFASILITASI KEMAMPUAN REFLEKSI DIRI MAHASISWA KEDOKTERAN: APA DAN BAGAIMANA?

Background: Self-reflection skill is essential for doctors to develop professional attitudes, therapeutic relationships between doctor-patient, and lifelong learning. Self-reflection needs to be developed during medical study in a structured and systematic manner, either in a professionalism course or other learning opportunities. Gaps: Reflective learning in medical education often only focuses on improving the understanding of professionalism rather than developing students' self-reflection skills. In addition, the opportunity to conduct self-reflection in the curriculum is still limited, and assessment of reflection ability is challenging. There are doubts as to whether self-reflection needs to be assessed. Recommendation: The opportunity to conduct guided self-reflection needs to be allocated in a structured manner in the curriculum to develop learners’ reflection skills. The strategy to develop self-reflection skills involves a series of educational interventions, including providing guidance and feedback on reflection and ensuring that students' self-reflection is assessed. Reflections on feedback obtained within the learning process can help students to take advantage of the feedback provided, develop self-assessment skills, and improve their performance. In assessing reflection, educators need to consider the time, approach, and purpose of assessment and ensure that the focus is on learners’ ability to self-reflect. Self-reflection needs to be cultivated by creating a conducive environment. The process of mentoring and providing constructive feedback is essential in building reflective dialogue with students to increase students’ motivation to reflect.

Teachers’ Self-Efficacy during the COVID-19 Pandemic in Greece: The Role of Risk Perception and Teachers’ Relationship with Technology

The COVID-19 pandemic has led to a sudden and radical transition from face-to-face to online teaching across the globe. This shift has required teachers to quickly adapt their educational practices, which has had an impact on their perceived self-efficacy. The limited literature on the impact of COVID-19 on teachers’ self-efficacy (TSE) has focused mostly on online teaching. The purpose of this study was to investigate TSE in both face-to-face and distant learning environments amid the COVID-19 pandemic. It also aimed to explore the impact of teachers’ relationship with technology and COVID-19 risk perception on their TSE. The sample was composed of 290 pre-service and in-service teachers from Greece who completed an online self-report survey. Results showed that pre-service teachers reported higher levels of TSE than in-service teachers, especially in distance learning environments. COVID-19 risk perception was not a significant predictor of TSE. By contrast, higher scores in self-assessed skills of the pedagogical applications of technology predicted TSE in both instructional settings. The present findings confirm the importance of promoting technological skills to enhance the self-efficacy of schoolteachers in both traditional and virtual instructional settings, regardless of the crisis due to the COVID-19 pandemic.

Self-assessment of riding skills and perception of trail difficulty in mountain biking - An investigation within the German-speaking mountain biking community

Mountain biking is a popular activity in both outdoor recreation and mountain tourism. Trail difficulty rating systems attempt to help visitors to match their own skill level with the technical difficulties of recreational trails. However, the perception of trail difficulty might be related to factors like age, gender, actual skill level or mountain biking experience. This study compares (1) the perceived trail difficulties between different groups and (2) differences between self-assessed skill-level and actually manageable maximum grade of difficulty. Participants (n = 2040) were asked in an online survey to assess the trail difficulty of 30 selected mountain bike trails. These trails were presented by pictures varying in technical difficulty according to the six grades of the Singletrail-Skala (STS; 5 pictures of each grade of difficulty). The STS is a difficulty rating system for mountain bike trails used by several destinations in the European alps as well as by some internet platforms that offer mountain bike gps-tracks or maps. Individuals' actual maximum grade of difficulty according to STS was determined by asking whether participants would manage to ride a certain trail or not. Findings show that the perceived difficulty of a trail increases as the skill level of a participant decreases. No other factors affecting the perceived difficulty could be identified. Furthermore, participants’ self-assessed skill level differs from their actual maximum grade of difficulty according to STS. Whereas beginners underestimate their skill-level, more experienced mountain bikers overestimate their skill-level. Additionally, especially male mountain bike riders tend to overestimate their skill-level. In general, correlations between self-assessed riding skills and actual maximum grade of difficulty are low. The findings of this study provide information for the development and implementation of mountain bike trail difficulty ratings. • Since perceived difficulty of the same trails can differ more than one degree of difficulty between experts and beginners, difficulty rating of trails should not be done by highly skilled riders only. • To prevent injury or mental or physical overload, trail recommendations and trail choices should not rely on self-assessed ability ratings only. Difficulty rating systems should include precise descriptive and objective criteria (descriptions of trail conditions, pictures, etc.) to account for the differences in perceptions between individuals. • Based on our results we conclude, that five to six grades of difficulty should be sufficient to describe the technical difficulties of mountain bike trails. With more degrees of difficulty, there is an increased tendency for the individual degrees of difficulty to overlap too much in the perception of individual riders. What in consequence may lead to inconsistencies in the assessment of the difficulty of mountain bike trails. • Development of a “trail app” for cell phones could increase the validity of trail ratings since a larger number of mountain bike riders could be involved in the assessment of trail difficulties.

The evaluation of an evidence-based model of feedback implemented on an undergraduate dental clinical learning environment

ObjectivesDental graduates must graduate with high levels of clinical skills. Education in the clinical environment needs to be more than didactic supervision of practice by clinical teachers. Appropriate feedback in this context, is therefore critical to the development of student competence and confidence. This study was conducted to enhance and develop the assessment and feedback processes during clinical sessions in a Dental University Hospital in an effort to contribute to the development of students’ self-assessment skills, reflective ability and clinical competence.MethodsA new evidence-based model of feedback was introduced between clinical teachers and dental students. The implementation of this model was evaluated by students through a survey and focus groups. Descriptive and inferential statistics were applied to the quantitative data, while thematic analysis applied to the qualitative data.ResultsFindings from the survey indicated that students perceived the new model of feedback to be a positive addition to their learning experiences. The majority indicated a preference to continue using it. Quantitative analysis also demonstrated that students placed a high value on the feedback they received through the new model and associated it with improved individual performance. Five themes generated from the qualitative analysis echoed the perception that the model of feedback enhanced learning opportunities, especially when it was focused on individual performance and incorporated peer feedback. Students’ preferences in relation to feedback processes were also gleamed from quantitative and qualitative analyses, that is, provision of positive and constructive feedback, both in dialogue and in written formats, delivered during and after each clinical session and addressing their individual competency learning goals for the future. Some challenges to be addressed were also identified (e.g., time constraints, inter-personal issues, and non-conducive environments).ConclusionsFeedback is central to learning and remains a complex and challenging area. By adopting effective and evidence-based feedback practices through the introduction of a feedback model, students can be supported in regulating their own learning in the clinical learning environment.

Developing Self-Assessment Skills in Objective Structured Clinical Examinations

Introduction: The purpose of the study was to describe the integration of self-assessments into the Objective Structured Clinical Examination (OSCE) as a part of reflective practice in clinical education. An emphasis was placed on the process of student learning to complement the existing comprehensive patient care assessment model.Methods: Student self-assessment data was captured three times throughout patient care experiences during the clinical education period and measured against corresponding faculty assessments of students at these times in the predoctoral dental program.Results: Analysis revealed that there were some disciplines in which faculty and student assessments were moderately reliable; however, as students progressed through the clinical program, their overall self-assessments did not have a higher correlation with faculty assessments.Conclusion: The OSCE can be designed as a useful tool in measuring non-traditional competencies and provide an opportunity for students to self-assess their learning. However, further emphasis on self-assessment skills for students needs to be incorporated as they progress through clinical programs.

360° 3D virtual reality operative video for the training of residents in neurosurgery.

Training of residents is an essential but time-consuming and costly task in the surgical disciplines. During the coronavirus disease 2019 pandemic, surgical education became even more challenging because of the reduced caseload due to the increased shift to corona care. In this context, augmented 360° 3D virtual reality (VR) videos of surgical procedures enable effective off-site training through virtual participation in the surgery. The goal of this study was to establish and evaluate 360° 3D VR operative videos for neurosurgical training. Using a 360° camera, the authors recorded three standard neurosurgical procedures: a lumbar discectomy, brain metastasis resection, and clipping of an aneurysm. Combined with the stereoscopic view of the surgical microscope, 7- to 10-minute 360° 3D VR videos augmented with annotations, overlays, and commentary were created. These videos were then presented to the neurosurgical residents at the authors' institution using a head-mounted display. Before viewing the videos, the residents were asked to fill out a questionnaire indicating their VR experience and self-assessment of surgical skills regarding the specific procedure. After watching the videos, the residents completed another questionnaire to evaluate their quality and usefulness. The parameters were scaled with a 5-point Likert scale. Twenty-two residents participated in this study. The mean years of experience of the participants in neurosurgery was 3.2 years, ranging from the 1st through the 7th year of training. Most participants (86.4%) had no or less than 15 minutes of VR experience. The overall quality of the videos was rated good to very good. Immersion, the feeling of being in the operating room, was high, and almost all participants (91%) stated that 360° VR videos provide a useful addition to the neurosurgical training. VR sickness was negligible in the cohort. In this study, the authors demonstrated the feasibility and high acceptance of augmented 360° 3D VR videos in neurosurgical training. Augmentation of 360° videos with complementary and interactive content has the potential to effectively support trainees in acquiring conceptual knowledge. Further studies are necessary to investigate the effectiveness of their use in improving surgical skills.

Enriching Pre-service Teacher Education with Keeping Learning Journals

Investigating the integration of learning journals into a pre-service teacher education course to promote reflection was the overall goal of this study. Studies about evaluating students’ journals have generally analyzed them using a holistic and general approach without examining their content and levels of reflection. This study focuses on both contents, levels of reflection, and their relationship. The participants of the study consisted of 33 senior pre-service elementary teachers. The participants were asked to produce a learning journal entry each week at the end of the Science, Technology, Society, and Environment class, in which they were asked to reflect on what they had learned. A deductive content analysis was utilized to determine the levels of reflection of the pre-service teachers’ journals. Deductive content analysis was used to determine the levels of reflection of the pre-service teachers’ journals. The levels of reflection of the participants were moderate and did not show a pattern of improvement over time; instead, the levels of reflection depended on the content of the related class meeting. The majority of the participants agreed that keeping learning journals improved their self-expression and self-assessment skills and retention. The feedback cycle should be reconsidered for further improvement in the journals.

Utility of a Pilot Neurosurgical Operative Skills Boot Camp in Medical Student Training

The neurosurgical sub-internship is a crucial step for prospective neurosurgeons. However, the expectations for sub-interns, particularly the technical skills required by residents and attendings, often are unclear. We present survey data on what medical students, residents, and attendings believe are important procedural proficiencies for neurosurgical sub-internships. We incorporated these tasks into a pilot skills-based craniotomy workshop, and here we report on the impact of the session on the neurosurgical training of medical students. A 1-day craniotomy lab using cadaveric cranial specimens was conducted for medical students. Surveys querying important competencies for sub-internships were answered by residents and attendings at affiliated hospitals. Pre- and postlab surveys querying interest in and perceptions of neurosurgery, self-assessment of skills, and important competencies for sub-internship preparation were answered by attendees. Medical students, residents, and attendings agreed that burr-hole placement, bone replating, and galea and skin closure were of high importance for sub-interns. There was significant disagreement on the importance of dural opening and closure, establishing a craniotomy, and neuronavigation. The workshop altered perceptions of neurosurgery, with significant changes in recognizing the value of peer mentorship. Students also expressed increased confidence in technical skills, with significant improvements shown in understanding of neurosurgical high-speed drill use (P < 0.001). Although the expectations for sub-interns may be heterogeneous, there is general agreement that proficiency in the initial and final steps of craniotomies, as well as minor procedures, is recommended. Cadaveric labs can improve student engagement in neurosurgery, facilitate interactions with neurosurgical departments, and enhance technical skills.

Formation chirurgicale en ophtalmologie en Île-de-France : résultats d’une enquête sur 89 internes

This study aims to evaluate surgical training in ophthalmology through feedback from residents. An anonymous questionnaire was created, including 20 items which assessed the number of complete or partial surgical procedures performed during a semester, self-assessment of surgical skills, use of surgical simulators, an overall rating of the surgical training received and some suggestions to improve surgical training. It was sent by email to all residents in training in Île-de-France (DES Île-de-France and Inter-CHU), France. From October 23 to November 7, 2021, 89/137 residents responded to the questionnaire (65%). Since the beginning of their residency, ninety percent of the residents received training using simulators. Over 90% performed all of the technical steps of a "standard" cataract surgery at least once during the semester, and 60% 10 times or more. The least performed technical steps or procedures also received the lowest self-assessment: management of expulsive hemorrhage, open-globe or lacrimal laceration wound suturing, capsular tension ring injection, and intraocular lens explantation. Residents gave an overall average rating of 6.6/10 to their training and suggested some feedback on videos of resident surgeries (67%) and theoretical courses dealing with surgical techniques (61%). The increasing use of simulators should improve surgical training. Residents express the need for training regarding surgical complications and emergencies as well as improvement of their technical skills via improved feedback. Surgical teaching appears suitable for learning cataract surgery but seems less effective for the management of emergencies and intraoperative complications.

Validation of a Very Brief Assessment of Interprofessional Collaborative Practice Skill Gains: ICCAS-Q21

Introduction. Assessing interprofessional education (IPE) learning experience effectiveness for developing interprofessional collaborative practice (IPCP) skill ability is important; however, current assessment measures pose considerable time burdens to respondents and learning experience logistics. Review of Literature. The Interprofessional Collaborative Competencies Attainment Survey (ICCAS) is a frequently used measure for self-assessed IPCP skill ability. The ICCAS instrument is administered after an interprofessional learning experience and uses a retrospective pretest/posttest design to assess 20 items and includes one additional item assessing overall skill gain (ICCAS-Q21). Although the total ICCAS score can reveal changes in IPCP abilities after an IPE learning experience, a brief measure may facilitate assessment with greater efficiency. The purpose of this investigation was to determine if the ICCAS-Q21 has the psychometric properties to serve as a stand-alone assessment instrument of self-assessed change in ability to perform the IPEC core competency skills. Subjects. Complete ICCAS scores were analyzed from 1,480 students from 12 different health professions programs (Fall 2019 [n = 807] and Spring 2020 [n = 673]). Methods. The ICCAS was completed after 2 in-person IPE forums. Total ICCAS pretest, posttest, and pretest–posttest difference (gain) scores were determined. Interprofessional Collaborative Competencies Attainment Survey interitem reliabilities were assessed, and Pearson correlations were conducted with ICCAS-Q21 and the total ICCAS pretest, posttest, and gain scores. Results. Total ICCAS scores increased after each IPE forum (P &lt; .001). High internal consistency was observed among all items of the ICCAS. Interprofessional Collaborative Competencies Attainment Survey-Q21 was highly correlated with ICCAS gain scores (Fall r = .431, Spring r = .468; P &lt; .001). Discussion and Conclusion. Interprofessional Collaborative Competencies Attainment Survey-Q21, a single-item assessment instrument, has psychometric properties that warrant its use to evaluate the self-assessed change in IPE core competency skill ability and is a good proxy for the full ICCAS instrument. This brief assessment instrument provides additional flexibility in assessment techniques for IPCP learning experiences.

Outcomes of Mayo Clinic reBoot camps for postimplementation training in the electronic health record.

ObjectiveAfter a new electronic health record (EHR) was implemented at Mayo Clinic, a training program called reBoot Camp was created to enhance ongoing education in response to needs identified by physician leaders.Materials and MethodsA reBoot camp focused on EHR topics pertinent to ambulatory care was offered from April 2018 through June 2020. There were 37 2-day sessions and 43 1-day sessions, with 673 unique participants. To evaluate outcomes of the reBoot camp, we used survey data to study baseline, immediate, and long-term perceptions of program satisfaction and self-assessed skills with the EHR. The study was conducted among practitioners at a large ambulatory practice network based in several states. Data were collected from April 2018 through January 2021. We analyzed automatically collected metadata and scores that evaluated the amount of personalization and proficiency of use.ResultsConfidence in skills increased by 13.5 points for general EHR use and was significant in 5 subdomains of use (13–18 point improvement). This degree of user confidence was maintained at the 6-month reassessment. The outcomes of configuration and proficiency scores also improved significantly.DiscussionOngoing education regarding EHR tools is necessary to support continued use of technology. This study was novel because of the amount and breadth of data collected, diversity of user participation, and validation that improvements were maintained over time.ConclusionsParticipating in a reBoot camp significantly improved user confidence in each domain of the EHR and demonstrated use of best-practice tools. Users maintained gains at the 6-month evaluation phase.

Digital Media Literacy in the Training of Student Midwives

The optimization of the educational process in the higher medical school and the achievement of its basic goal - the formation of professional competencies of health professionals, requires the introduction of modern, interactive technologies and use of the advantages of digital and media technologies. The research aims to determine the role and importance of digital media literacy of midwife students for the process of acquiring professional competencies. An anonymous survey was conducted in the period December 2021 - January 2022, with 73 respondents, students majoring in midwifery, studying at the Faculty of Medicine and Haskovo Branch, Thrakia University, Stara Zagora, Republic of Bulgaria. The study identifies the following indicators of digital media literacy of students: frequency of use of the Internet and social media in educational activities, self-assessment of selection skills and effective use of information on health topics. It was ascertained: relatively good confidence of the midwife students in their own abilities to search and find adequate information, relevant to the set goals and objectives of the educational process; the need to further develop the digital media literacy of students in order to improve the effectiveness of educational activities.

Video recorded treatment sessions for professional development

Purpose:Professional development is seen as a crucial aspect of work as a counsellor, however, little is known about how to make these learning experiences more effective. One specific tool that might improve the learning process is the use of video recorded counselling sessions. This literature review aimed to examine the empirical evidence for using video recorded counselling sessions for professional development.Methods:A systematic literature search identified 27 relevant studies; including 13 surveys and 14 outcome studies.Findings:Results indicated that, despite counsellors’ and clients’ initial anxiety, the use of video recorded sessions does not appear to be harmful, and may be beneficial to supervisors, counsellors and clients. Benefits included outcomes such as improved counsellors’ self-assessment skills, counselling skills, and understanding of in-session experiences, and improved supervisors’ diagnostic accuracy and assessment of supervisees’ level of clinical competency.Discussion:These preliminary empirical findings suggest that the use of video recorded treatment sessions is likely to be beneficial to counsellors, clients and supervisors. Further research on how to make most effective use of therapy recordings as professional development tool is warranted.

Index of Attitude towards Scientific Research in Peruvian Psychology Students

The attitude towards scientific research of university students is a determinant index of the education quality in an institution, and it is fundamental to consolidate the profession as a science. The aim of this study was to describe the attitudes towards scientific research of the Peruvian students of the professional program of psychology. The research approach was quantitative, non-experimental design of basic and field type. The sample consisted of 546 undergraduate students of the professional program of psychology. A sociodemographic form and the Index of Attitude towards Research were used to collect information. The results show that psychology students have an unfavorable attitude towards research. Likewise, they have a low opinion about their self-assessment of research skills, the quality of human resources in teaching research and the promotion of research by the university where they study. In conclusion, it is essential to promote strategies to improve students' attitudes towards research, reinforcing the quality of research courses and selecting teachers with knowledge of research and potential for scientific production.

Perceptions of Pre-service Teachers on Impact of Language Learning Strategies

This study attempts to identify pre-service teachers' perceptions on the impact of language learning strategies to achieve their academic performances and to findout the importance of language learning strategies to be self-regulated learners. This is a narrative inquiry research design in which an in-depth interview was used as a tool to collect data. Six pre-service teachers who have been studying in Master of Education English fourth semester were selected using a purposive, non-random sampling procedure. The findings of this study show that language learning strategies help second language learners be self-regulated learners; they help them learn quickly, fast, and effectively and help them encounter complicated tasks. Furthermore, language learning strategies help them to develop their self-assessment skills and enhance cooperation and collaborative learning.

An Investigation of the Relationship between Prospective Teachers’ Self-Management and Self-Control Skills, Metacognition and E-Mobile Learning Readiness Perceptions

Abstract Introduction: This study aims to investigate the relationship between prospective teachers’ self-management and self-control skills, metacognition, and e-mobile learning readiness perceptions. Methods: This study adopted a procedural model that was relational screening in nature. This study was conducted with 303 prospective teachers who attended Primary School Classroom Teaching, Primary School Science Teaching, Pre-school Teaching, and Psychological Counseling and Guidance departments in a State University Education Faculty in Turkey. In this study the “Self-control and self-management scale”, the “Metacognition scale” and the “E-Mobile learning readiness scale” were used as data collection tools. It was determined that the data collection tools used in the study were valid and reliable. Results: According to the results of the study, mobile learning readiness perception is positively affected by metacognition. Metacognition is positively affected by Self-management and Self-control Skills. In the study, the effects of e-mobile learning readiness perceptions on both metacognition and self-management and self-control skills were discussed in accordance with the proposed model. Discussion: The aim of this study is to determine the relationships between the variables of prospective teachers’ self-management and self-control skills, metacognition and e-mobile learning readiness perceptions. Four hypotheses in the proposed model were discussed according to the literature. Limitations: This study was conducted only with the participants consisting of teacher candidates at a state university in Turkey. However, the participants of the research can be expanded with different teaching areas of higher education. Conclusions: Prospective teachers’ self-regulation, self-assessment and control skills positively affect their metacognition skills. The metacognition skill of prospective teachers has a positive effect on mobile learning readiness perception.

Entrepreneurial skills in university degrees

Purpose: From a skills perspective, the academic field of entrepreneurship has grown to become a key element in university studies. Determining whether these skills exist among university students and how to foster them is a key in higher education. To this effect, the aim of this study is to determine the entrepreneurial skills’ level among the students on the different bachelor’s degrees taught at the Faculty of Business and Economics Sciences of University of Girona. Design/methodology/approach: Information about the skill level was collected using a skills model called Tricuspoid, which was specifically designed for the self-assessment of entrepreneurial skills. Information about students’ sociodemographic, professional and educational profile was collected using a self-administered complementary questionnaire. Bivariate analysis and statistical contrast were applied. Findings: Being a man, doing sport, balancing studying with paid work and accessing university studies via the vocational training pathway are indicators of a greater entrepreneurial capacity. On the other hand, being a woman, accessing university studies via baccalaureate or having no knowledge of English, however, are factors associated with a deficit in entrepreneurial talent. Originality/value: Considering the fact that attitude to entrepreneurship can be modified through educational interventions, identifying these factors enables us to formulate guidelines for teaching activities that increase students’ entrepreneurial and intrapreneurial capacity for a better integration for our students into the job market.

Speech-language therapist and teacher knowledge of early literacy skills

Purpose: The purposes of this study were: (a) to compare speech-language therapists’ (SLTs’) and general education teachers’ perceived skill for providing early reading and writing instruction and (b) to compare SLTs’ and teachers’ knowledge of early reading and writing skills. Method: SLTs (n = 28) and general education teachers (n = 25) participated in this study. Participants completed a self-assessment of their own skill level for providing early reading and writing instruction and an objective measure of their knowledge of early reading and writing skills. Results: There was a significant difference between groups in self-assessment of current skill for delivering early reading and writing instruction; SLTs rated their own current skill as lower than teachers rated their own current skill. There was not a significant difference in knowledge of early reading and writing skills between SLTs and teachers. Conclusions: SLTs and teachers can benefit from continued professional development related to providing evidence-based reading and writing instruction. Because of their different perceptions of their own skills, professional development may need to be approached differently for SLTs and teachers. Future research will examine specific areas of knowledge strength and weakness for SLTs and teachers.

The effectiveness of a web-based education program for nurses’ self-assessed skills concerning the care of alcohol-intoxicated patients in an emergency department

The aim of this study was to measure the effectiveness of a web-based education program for nurses’ self-assessed skills concerning the care of alcohol-intoxicated patients in an emergency department. A quasi-experimental design with an intervention and comparison group was used. A quantitative approach was utilized to describe the nurses’ self-assessed skills before and after a web-based education program. Within the resources of the organization that participated in this study, it was possible to deliver the intervention to 20 nurses during one year. All ninety nurses working in the emergency department of one central hospital in Finland were randomly assigned to either the intervention group (n=20) or comparison group (n=25); in both groups, baseline (November 2017) and follow-up (December 2018) surveys were conducted before and after the intervention. The intervention group members showed a statistically significant increase in their self-assessed skills in several sections of the competence scale that was used. This may indicate that the web-based education program had a positive effect on the intervention group’s knowledge and improved their skills to care for alcohol-intoxicated patients.

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.