PT  - JOURNAL ARTICLE
AU  - Moore, W
AU  - Bauchmoyer, S
TI  - Student and Faculty Perceptions of Dental Hygiene Clinical Evaluations
DP  - 2007 Jan 01
TA  - American Dental Hygienists Association
PG  - 21--21
VI  - 81
IP  - 1
4099  - http://jdh.adha.org/content/81/1/21.short
4100  - http://jdh.adha.org/content/81/1/21.full
SO  - J Dent Hyg2007 Jan 01; 81
AB  - The dental hygiene program implemented a new clinical evaluation system using formative feedback with periodic summative grading. Formative feedback is provided in narrative form, fostering more open communication while maintaining the same high standard of care. Historically, clinical evaluation was accessed by assigning numeric grades for each patient treated. Faculty believed potential learning experiences were lost when students refrained from asking for feedback fearing points would be deducted from their grade. Currently, students receive formative feedback for the majority of cases and a numeric grade for every second or third case, depending upon patient classification. Objectives. The objective of the study was to assess student and faculty perceptions regarding the change in the clinical evaluation system. Methods. A 12-item, 5-point Likert scale questionnaire was administered to dental hygiene seniors (n =23) and clinical faculty (n =13). (Response rate was 88.5% and 100%, respectively.) Results. One hundred percent of students and faculty consider learning to be more effective in clinic when feedback was provided between graded cases, while fostering a more comfortable learning environment. Ninety-one percent of the students report they were more willing to ask questions when they were receiving formative feedback. Ninety-six percent of the students and 73% of the faculty preferred the new grading system over the previous system, while 100% of both groups feel the change increased communication between faculty and students. Ninety-six percent of the students and 46% of the faculty believe they perform equally on both evaluation types. Only 19% of the students value self reflection while 100% of the faculty believe this helps the student assess the learning experience. Conclusion. Faculty and students feel equally satisfied with the format, stating that formative cases allow for improved communication and feedback with an increase in cognitive learning opportunities.