Comparison of Dental Students' Perceived Value of Faculty vs. Peer Feedback on Non-Technical Clinical Competency Assessments

Journal of Dental Education
Elizabeth AndrewsSheree J Aston

Abstract

Although reviewing dental students' clinical competency assessments is an important aspect of instruction, finding time to give individual feedback to each student poses a challenge for faculty members, and some students may prefer to receive feedback from a peer. The aim of this study was to explore dental students' perceived value of feedback on their performance in a simulated patient care activity from either a faculty member or a peer. Participants were third- and fourth-year dental students who had completed two years of interprofessional instruction and a videotaped objective structured clinical examination (OSCE) with standardized patients. Participants in two cohorts were randomly assigned to a faculty or peer feedback group. Cohort one (2015-16) consisted of 66 students: 21 in faculty-led groups, and 45 in peer-led groups. Cohort two (2017) consisted of 60 students: 17 in faculty-led groups, and 43 in peer-led groups. In both types of pairings, the protocol consisted of jointly observing a video recording of student performance in the simulated patient encounter and discussing questions about the student's performance in non-technical competencies such as communication, patient safety, scope of practice, and conflict ...Continue Reading

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Citations

Mar 12, 2020·European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe·Zoe FreemanJanice Ellis
Apr 11, 2021·European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe·Hannah L Crowe, Stephen M Woolley

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