PT  - JOURNAL ARTICLE
AU  - Cynthia C. Gadbury-Amyot
AU  - Janet L. Woldt
AU  - Kylie J. Siruta-Austin
TI  - Self-Assessment: A Review of the Literature and Pedagogical Strategies for Its Promotion in Dental Education
DP  - 2015 Dec 01
TA  - American Dental Hygienists Association
PG  - 357--364
VI  - 89
IP  - 6
4099  - http://jdh.adha.org/content/89/6/357.short
4100  - http://jdh.adha.org/content/89/6/357.full
SO  - J Dent Hyg2015 Dec 01; 89
AB  - Purpose: In response to several publications drawing attention to self-assessment and revised Commission on Dental Accreditation standards that state graduates should possess and demonstrate the ability to self-assess, dental hygiene and pre-doctoral dental programs find themselves searching for ways in which to incorporate self-assessment practices into the curriculum. Research indicates that students are often not familiar with self-assessment strategies nor are they effective at self-assessment upon entering professional programs. Therefore, students must be taught strategies to self-assess and be given opportunities to practice and refine these skills. Opportunities to develop and demonstrate self-assessment skills can be incorporated across the curriculum at the classroom level and at the global level. Both the A.T. Still University Arizona School of Dentistry and Oral Health and the University of Missouri-Kansas City School of Dentistry utilize a capstone portfolio project to incorporate self-assessment throughout the curriculum. By combining artifacts from their dental and dental hygiene school experience with reflective writing essays, students can demonstrate attainment of program competencies. As more faculty members and students become involved and engaged in assessment strategies such as portfolios, they are also gaining a greater appreciation for the value of self-assessment.