PT  - JOURNAL ARTICLE
AU  - Sanderson, Tammy R.
AU  - Kearney, Rachel C.
AU  - Kissell, Denise
AU  - Salisbury, Jessica
TI  - Evaluating Student Self-Assessment through Video-Recorded Patient Simulations
DP  - 2016 Aug 01
TA  - American Dental Hygienists Association
PG  - 257--262
VI  - 90
IP  - 4
4099  - http://jdh.adha.org/content/90/4/257.short
4100  - http://jdh.adha.org/content/90/4/257.full
SO  - J Dent Hyg2016 Aug 01; 90
AB  - Purpose: The purpose of this pilot study was to determine if the use of a video-recorded clinical session affects the accuracy of dental hygiene student self-assessment and dental hygiene instructor feedback.Methods: A repeated measures experiment was conducted. The use of the ODU 11/12 explorer was taught to students and participating faculty through video and demonstration. Students then demonstrated activation of the explorer on a student partner using the same technique. While faculty completed the student assessment in real time, the sessions were video recorded. After completing the activation of the explorer, students and faculty completed an assessment of the student's performance using a rubric. A week later, both students and faculty viewed the video of the clinical skill performance and reassessed the student's performance using the same rubric. The student videos were randomly assigned a number, so faculty reassessed the performance without access to the student's identity or the score that was initially given.Results: Twenty-eight students and 4 pre-clinical faculty completed the study. Students' average score was 4.68±1.16 on the first assessment and slightly higher 4.89±1.45 when reviewed by video. Faculty average scores were 5.07±2.13 at the first assessment and 4.79±2.54 on the second assessment with the video. No significant differences were found between the differences in overall scores, there was a significant difference in the scores of the grading criteria compared to the expert assessment scores (p=0.0001).Conclusion: This pilot study shows that calibration and assessment without bias in education is a challenge. Analyzing and incorporating new techniques can result in more exact assessment of student performance and self-assessment.