J Dent Educ. 73(3): 390-398 2009
© 2009 American Dental Education Association
Educational Methodologies |
Primer on Preclinical Instruction and Evaluation
Anna Marie Hauser, R.D.H., M.B.A.;
Denise M. Bowen, R.D.H., M.S.
Key words: dental education, motor skills, teaching, dental student, professional education, educational measurement, clinical competence, dental hygienist
Submitted for publication 09/30/08;
accepted 01/05/09
This review summarizes the available literature for both instruction and evaluation of the novice dental and dental hygiene preclinical student. Effective instruction for dental and dental hygiene instrumentation requires knowledge of motor skills theory and mechanisms of fine motor skills attainment. The novice learner requires small, explicit steps that clearly define production. Prior to any performance, the skill to be performed should be envisioned accurately by the learner. Timely, precise feedback from the instructor to the learner contributes to learning. Novices are unable to judge their performance accurately, so self-assessment skills must be taught. Repetition enhances motor performance. Instruction is supported through well-designed evaluation instruments containing explicit criteria arranged in the correct order of production. Assessment tools should be designed to aid in providing specific, immediate feedback. Well-designed assessments may also aid in calibration of instructors. Examples of evaluation instruments are found in the literature, and several are reviewed in this article. For those responsible for preclinical performance assessment, application of current motor skills theory and development of appropriate instruction and evaluation instruments may result in improved student performance. Studies also indicate the instructional environment in the dental clinical setting may be less stressful if evaluation is based on achievement of target levels rather than multiple daily grades.
Copyright © 2009 by the American Dental Education Association.
