Reviewing assessment and feedback strategies in dental schools throughout Europe

Background:

In summative and formative assessments, dental education encourages student learning from a focus on ‘assessment of learning’ toward increasing use of ‘assessment for learning’ (Tonni et al., 2020), thus supporting students to take ownership in processing feedback through reflection and self-assessment. Research has shown that dental education has struggled to implement assessment strategies that meet the highest standards (Miller, 1990). Through assessment, undergraduate and postgraduate dental students are challenged to identify strengths as well as weaknesses in knowledge, skills, and standards. As technology advances the scope for developing innovative assessment strategies seems infinite. The assessment of clinical competence is critical.

This study aims to look at the changing use of assessments in dental education and how summative and formative assessments have and will continue to evolve.

Methods:

A mixed method approach will be adopted. A bespoke questionnaire will be sent to ADEE members to ascertain: i) demographic details, ii) dental student assessments currently in use, iii) how dental student assessments have changed over the past 3 years, and iv) dental teacher thinking on future assessment practices. The questionnaire will be distributed online .

Themed focus groups will be conducted during the ADEE conference 2023. . The three themed focus groups include:

1. Dental student assessments currently in use
2. How dental student assessments have changed over the past 3 years
3. Dental teacher thinking on future assessment practices for their students

Analysis of both quantitative and qualitative data will be undertaken using descriptive statistical and  thematic approaches respectively.

Outcome:

The collection of both quantitative and qualitative data about the development and use of assessment strategies in dental education in Europe will allow teachers to share their experiences and good practice. It is hoped that the findings will generate a consensus regarding the use of assessment in dental education.