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An educational evaluation of learner experiences in dentistry open-book examinations.

ABSTRACT: Introduction The COVID-19 pandemic resulted in substantial global disruptions, with many universities restructuring their examinations to open-book assessments. In this format, learners are allowed to use revision notes, textbooks and other permitted material during their examination. Traditionally, dentistry is assessed using closed-book examinations where the use of such materials is prohibited. Learners will have limited or no prior experience of open-book examinations in dentistry, hence this educational evaluation aimed to explore their experiences and assess suitability for continuity of this examination.Methods A retrospective anonymous survey was conducted on all undergraduate dentistry and oral health sciences learners on completion of their examination and once they received their results. The questionnaire was designed to contain both qualitative and quantitative data items, validated through previous published studies. All authors independently analysed the data through tallying quantitative parameters and thematically analysing qualitative free text.Results In total, 210 learners participated in the survey, with 52.4% strongly agreeing a preference for open-book examinations. In addition, 42.9% of learners either agreed or strongly agreed that less preparation was required for open-book examinations; however, 80.5% reported learning new information. Furthermore, 85.2% disagreed or strongly disagreed that open-book examinations were stressful. Thematic analysis highlighted four core themes: stress, memorisation of facts, motivation to learn and unfairness.Conclusions There were several learning points for both educators and learners that can be actioned for future open-book examinations, including tailoring exam questions to foster application of knowledge rather than resource-searching skills, intended learning objective mapping against curriculum requirements and learner preparation.

SUBMITTER: Dave M

PROVIDER: S-EPMC8390023 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:ObjectivePathway programs designed to recruit and retain students from groups historically excluded from science and medicine have focused on providing academic and social support through programs that provide mentored experiences. However, for students in science, technology, engineering, math, and medicine (STEMM) majors, students from underrepresented groups tend to leave science-oriented programs at higher rates than students who are not underrepresented. As such, they are also underrepresented in medical fields, including academic medicine. Insight into how pathway programs contribute to addressing this issue is critical.MethodsThis study took a qualitative approach to investigating the experiences of pathway program administrators in academic medicine. Interviews were conducted with 12 program administrators working on 8 different programs throughout the country. Interviews were analyzed using directed content analysis while also allowing for the development of new themes based on the data.ResultsThe codes were organized into 6 overarching themes: mentorship, student engagement, determining program success, administrative time and program logistics, diversity and inclusion, and transition to virtual learning (due to COVID-19). Within each of these themes, program administrators described challenges along with some strategies programs employed to overcome these challenges.ConclusionsThe greatest overall challenge described was finding and sustaining relationships with faculty and nonfaculty mentors. To address this issue, many programs have worked within their institutions to incentivize this work. For student engagement, program administrators reported issues with tailoring to skill sets and interests of multiple students while still fostering community. Program administrators have also expanded definitions for determining program success. Program administration is a challenge, and more support staff or time to devote to these programs is often needed. Diversity challenges encompass recruiting faculty and students from groups underrepresented in STEMM and the logistics of getting all necessary accommodations for students. Finally, transition to virtual learning, due to the COVID-19 pandemic, brought about challenges and opportunities.

Project description:IntroductionAntimicrobial resistance (AMR) is a global public and patient safety issue. With the high AMR risk, ensuring that the next generation of dentists that have optimal knowledge and confidence in the area of AMR is crucial. A systematic approach is vital to design an AMR content that is comprehensive and clinically relevant. The primary objective of this research study will be to implement a consensus-based approach to elucidate AMR content and curriculum priorities for professional dentistry programmes. This research aims to establish consensus along with eliciting opinion on appropriate AMR topics to be covered in the Bachelor of Dental Surgery syllabus.Methods and analysisA three-phase approach to validate content for curriculum guidelines on AMR will be adopted. First, literature review and content analysis were conducted to find out the available pertinent literature in dentistry programmes. A total of 23 potential literature have been chosen for inclusion within this study following literature review and analysis in phase 1. The materials found will be used to draft curriculum on antimicrobials for dentistry programmes. The next phase involves the validation of the drafted curriculum content by recruiting local and foreign experts via a survey questionnaire. Finally, Delphi technique will be conducted to obtain consensus on the important or controversial modifications to the revised curriculum.Ethics and disseminationAn ethics application is currently under review with the Institute of Health Science Research Ethics Committee, Universiti Brunei Darussalam. All participants are required to provide a written consent form. Findings will be used to identify significant knowledge gaps on AMR aspect in a way that results in lasting change in clinical practice. Moreover, AMR content priorities related to dentistry clinical practice will be determined in order to develop need-based educational resource on microbes, hygiene and prudent antimicrobial use for dentistry programmes.

Project description:BackgroundDespite progressive policies and frameworks on school safety by the Department of Basic Education, safety remains a concern in South African schools.MethodsA cross-sectional descriptive design was employed using the National School Safety Framework (NSSF) 152-question learner survey, exploring perceptions and experiences pertaining to eight safety domains: dangerous objects, drugs and alcohol, bullying, verbal abuse, physical violence, discrimination, sexual violence, and journey to and from school. Grade 9-11 learners from 15 government-funded high schools in the Girls Achieve Power trial in Khayelitsha, Soweto, and Thembisa townships were surveyed (March 2018 - April 2019), sampling 10% of the school population. Data analysis included Principal Component Analysis (PCA), reducing correlated variables into fewer questions, then analysis on a scree plot by calculating eigenvalues; repeated PCA with those that had a minimum eigenvalue of 1 and Cronbach Alpha test for internal reliability. Eleven composite variables were included in the final analysis.ResultsIn total, 1034 learners completed the NSSF learner survey; 52.9% were female and the mean age was 16 years (SD=1.36). Results show statistically significant associations between four of the 11 composite variables in relation to sex. Over half (55%) of males have experienced peer provocation and relational aggression (p<0.001). Fifty-eight percent of females reported feeling unsafe on their way to and from school (p<0.003). Over half of males reported that their school was not effective in enforcing discipline (p=0.002) while 58% of females noted they could comfortably report any form of experienced or witnessed violence at school, to their educators (p<0.000).ConclusionsViolence continues to be a concern in South African schools. Interventions should work across the ecological model to effectively prevent and reduce violence at school and community levels. Strengthened NSSF implementation is critical to achieving this. We recommend NSSF learner survey adaptations to increase utility and implementation.

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An educational evaluation of learner experiences in dentistry open-book examinations.

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