File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)

Conference Paper: An evaluation of a clinical session dairy - student and staff feedback

TitleAn evaluation of a clinical session dairy - student and staff feedback
Authors
KeywordsMedical sciences
Dentistry
Issue Date2014
PublisherBlackwell Munksgaard. The Journal's web site is located at http://www.blackwellpublishing.com/journals/EJE
Citation
The 39th Anuual Meeting of the Association for Dental Education in Europe (ADEE) , Birmingham, UK, 28-31 August 2013. In European Journal of Dental Education, 2014, v. 18 n. 2, p. e20 How to Cite?
AbstractAIMS: A clinical progress tool, the Clinical Session Diary (CSD) was created for monitoring student performance and learning comprising: continuous clinical assessment, self-reflection, goal setting and clinical achievement log (CAL). Clinical grading was modified from a 3- to a 5-point scale and generic grade descriptors were created. MATERIALS AND METHODS: Questionnaire and focus group interviews were performed for feedback and improvements. Ethics approval: IRB No UW 12-275 was obtained. Descriptive statistical analysis and thematic content analysis were conducted. RESULTS: Staff (79%) and students (61%) felt grading was important and over two thirds of staff and students felt written feedback was important. However, staff felt these were time consuming and may not be read or valued. Ironically students wanted more written and verbal feedback. 75% of staff felt that the 5-point scale was an improvement and this encouraged a wider range of grades. 56% of staff felt the generic grade descriptors supported this. However, 74% of staff 68% of students felt that individual specific skills descriptors would be useful. 97% of tutors and 50% of students felt written self-reflection in the clinical diary should be performed for an unsatisfactory clinical performance. However 54% felt self-reflection was important to aid learning but less so in written format in the CSD (31%). Students expressed a preference for private reflection. Around two thirds of tutors and 43% students found goal setting useful to enhance learning but less so in written format. 76% of tutors considered the CAL useful to document clinical achievements. CONCLUSIONS: From the above feedback the following issues will be pursued. Staff training is required for improving qualitative feedback. A private reflection and goal setting dairy should be created for students to allow development of personal development plans. These should be monitored to ensure active engagement. Specific skill grade descriptors should be created with calibration of examiners.
DescriptionMeeting Theme: Electronic Learning @ ADEE
This journal issue pp. e1-e24 entitled: Proceedings 39th Annual Meeting of the Association for Dental Education in Europe
Persistent Identifierhttp://hdl.handle.net/10722/189654
ISSN
2015 Impact Factor: 0.784
2015 SCImago Journal Rankings: 0.524
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorBotelho, M-
dc.contributor.authorBridges, S-
dc.contributor.authorYiu, C-
dc.contributor.authorZwahlen, R-
dc.contributor.authorHo, D-
dc.contributor.authorChang, J-
dc.date.accessioned2013-09-17T14:52:40Z-
dc.date.available2013-09-17T14:52:40Z-
dc.date.issued2014-
dc.identifier.citationThe 39th Anuual Meeting of the Association for Dental Education in Europe (ADEE) , Birmingham, UK, 28-31 August 2013. In European Journal of Dental Education, 2014, v. 18 n. 2, p. e20-
dc.identifier.issn1396-5883-
dc.identifier.urihttp://hdl.handle.net/10722/189654-
dc.descriptionMeeting Theme: Electronic Learning @ ADEE-
dc.descriptionThis journal issue pp. e1-e24 entitled: Proceedings 39th Annual Meeting of the Association for Dental Education in Europe-
dc.description.abstractAIMS: A clinical progress tool, the Clinical Session Diary (CSD) was created for monitoring student performance and learning comprising: continuous clinical assessment, self-reflection, goal setting and clinical achievement log (CAL). Clinical grading was modified from a 3- to a 5-point scale and generic grade descriptors were created. MATERIALS AND METHODS: Questionnaire and focus group interviews were performed for feedback and improvements. Ethics approval: IRB No UW 12-275 was obtained. Descriptive statistical analysis and thematic content analysis were conducted. RESULTS: Staff (79%) and students (61%) felt grading was important and over two thirds of staff and students felt written feedback was important. However, staff felt these were time consuming and may not be read or valued. Ironically students wanted more written and verbal feedback. 75% of staff felt that the 5-point scale was an improvement and this encouraged a wider range of grades. 56% of staff felt the generic grade descriptors supported this. However, 74% of staff 68% of students felt that individual specific skills descriptors would be useful. 97% of tutors and 50% of students felt written self-reflection in the clinical diary should be performed for an unsatisfactory clinical performance. However 54% felt self-reflection was important to aid learning but less so in written format in the CSD (31%). Students expressed a preference for private reflection. Around two thirds of tutors and 43% students found goal setting useful to enhance learning but less so in written format. 76% of tutors considered the CAL useful to document clinical achievements. CONCLUSIONS: From the above feedback the following issues will be pursued. Staff training is required for improving qualitative feedback. A private reflection and goal setting dairy should be created for students to allow development of personal development plans. These should be monitored to ensure active engagement. Specific skill grade descriptors should be created with calibration of examiners.-
dc.languageeng-
dc.publisherBlackwell Munksgaard. The Journal's web site is located at http://www.blackwellpublishing.com/journals/EJE-
dc.relation.ispartofEuropean Journal of Dental Education-
dc.rightsThe definitive version is available at www.blackwell-synergy.com-
dc.subjectMedical sciences-
dc.subjectDentistry-
dc.titleAn evaluation of a clinical session dairy - student and staff feedback-
dc.typeConference_Paper-
dc.identifier.emailBotelho, M: botelho@hkucc.hku.hk-
dc.identifier.emailBridges, S: sbridges@hku.hk-
dc.identifier.emailYiu, C: ckyyiu@hkucc.hku.hk-
dc.identifier.emailZwahlen, R: zwahlen@hku.hk-
dc.identifier.emailHo, D: dominicho@hku.hk-
dc.identifier.emailChang, J: changww@hku.hk-
dc.identifier.authorityBotelho, M=rp00033-
dc.identifier.authorityBridges, S=rp00048-
dc.identifier.authorityYiu, C=rp00018-
dc.identifier.authorityZwahlen, R=rp00055-
dc.identifier.authorityHo, D=rp01735-
dc.identifier.authorityChang, J=rp00046-
dc.identifier.doi10.1111/eje.12106-
dc.identifier.hkuros221254-
dc.identifier.hkuros242025-
dc.identifier.volume18-
dc.identifier.issue2-
dc.identifier.spagee20-
dc.identifier.epagee20-
dc.identifier.isiWOS:000334607100001-
dc.publisher.placeDenmark-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats