Analysis of Undergraduate Dental Students’ Self-Assessment and Faculty Assessment of Students’ Structured Seminar Presentation in Clinical Oral Medicine

Abstract

Introduction: Continuing Education skills will be accomplished when the student is able to direct their own learning needs, by exposing themselves to the art of unswerving assessment of their own learning methods. The aim of this study was to investigate whether self-assessment of student led seminar presentation in a clinical oral medicine topic by undergraduate dental students could be related with faculty assessment. Methods: This cross-sectional study was done among year four undergraduate dental students. The students and the faculty assessed the student`s seminar presentation based on structured rubrics, that were analysed and discussed together. Results: The paired differences with regards to both the assessments were analysed, the p- value was less than 0.05, suggesting that there was significant difference in the marks between student`s and faculty`s assessments and that the students gave more grades to themselves when compared with the faculty. There was no statistical difference in assessment among male and female students. There was considerable difference between the two assessment mean scores among the low achiever group of students. Conclusion: Dental students generally overrated themselves and there was a definite gap between faculty and student assessment which could be bridged through organised and thoughtful training.