An 8-year retrospective survey of assessment in postgraduate dental training in complicated tooth extraction competency

• Main Authors: Chin-Sheng Liu, Yuan-Min Wang, Hsiu-Na Lin
• Format: Article
• Language: English
• Published: Elsevier 2021-07-01
• Series: Journal of Dental Sciences
• Subjects: Direct observation of procedural skills; Dental education; Extraction; Faulty assessment; Self-assessment
• Online Access: http://www.sciencedirect.com/science/article/pii/S1991790220302439

Background/purpose: Direct observation of procedural skills (DOPS) has been increasingly used in health education in recent years. This study evaluated the effect of education and trainees’ perception of assessment on the clinical skills of postgraduate dental trainees in complicated tooth extraction. Materials and methods: This study was conducted as a retrospective survey among postgraduate dental trainees learning complicated tooth extraction in Taipei and Linkou Chang Gung Memorial Hospital from 2012 to 2019. Practical skills were assessed using DOPS by trainees and faculty members. Each clinical case included a complicated extraction of a permanent tooth. Results: A total of 69 participants (26 men and 43 women, average age = 26.49 years, range = 24–34 years) were included in this study. Within the survey cohort, faculty assessments scored significantly higher than did trainees’ self-assessments in each complicated tooth extraction procedure, with no difference between both sexes. The higher-performing trainees tended to underrate their performance much more than did the lower-performing trainees. More than 40% of the trainees evaluated themselves as having “poor capability” in some invasive surgical procedures, even though their actual performance was not lower than that of those who evaluated themselves as having adequate or good capability. Conclusion: Self-assessment skills should be developed with more practice and experience. We hope that these findings can guide the planning of faculty development programs for clinical instructors, particularly the new cohort of faculty who will succeed the rapidly retiring boomer generation in the next 10 years.