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J Dent Educ. 73(3): 383-389 2009
© 2009 American Dental Education Association
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Faculty Development

Dental Hygiene Faculty Calibration in the Evaluation of Calculus Detection

Kandis V. Garland, R.D.H., M.S.; Kathleen J. Newell, R.D.H., Ph.D.

Key words: dental hygiene faculty, calibration, reliability, dental calculus, dental education

Submitted for publication 04/25/08; accepted 11/14/08

The purpose of this pilot study was to explore the impact of faculty calibration training on intra- and interrater reliability regarding calculus detection. After IRB approval, twelve dental hygiene faculty members were recruited from a pool of twenty-two for voluntary participation and randomized into two groups. All subjects provided two pre- and two posttest scorings of calculus deposits on each of three typodonts by recording yes or no indicating if they detected calculus. Accuracy and consistency of calculus detection were evaluated using an answer key. The experimental group received three two-hour training sessions to practice a prescribed exploring sequence and technique for calculus detection. Participants immediately corrected their answers, received feedback from the trainer, and reconciled missed areas. Intra- and interrater reliability (pre- and posttest) was determined using Cohen’s Kappa and compared between groups using repeated measures (split-plot) ANOVA. The groups did not differ from pre- to posttraining (intrarater reliability p=0.64; interrater reliability p=0.20). Training had no effect on reliability levels for simulated calculus detection in this study. Recommendations for future studies of faculty calibration when evaluating students include using patients for assessing rater reliability, employing larger samples at multiple sites, and assessing the impact on students’ attitudes and learning outcomes.






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