Can self‐assessment ability predict student performance in a dental anatomy course?

Abstract

AbstractIntroductionThe development of early self‐assessment skills and determining its correlation with academic performance could provide evidence to alter dental curricula. The aim of this retrospective study was to examine the relationships between students' early self‐assessment ability in waxing and three different evaluation methods (waxing assessment, written examinations, and tooth identification examination) in a dental anatomy course.Materials and MethodsThe dental anatomy scores during the academic years of 2018–2019 and 2019–2020 from two cohorts of second‐year pre‐doctoral dental students at the Harvard School of Dental Medicine were analyzed. Regression analyses were completed to assess the relationship between all evaluation methods.ResultsThere was a statistically significant correlation between self‐assessment ability and the waxing assessment but no significant correlation between self‐assessment ability and the other evaluation methods.ConclusionOur results showed that the introduction of self‐assessments in dental anatomy waxing was correlated with successful waxing skills. Furthermore, a relevant finding is that students who received higher classifications were also capable of doing better self‐assessments. These findings provide evidence that impacts dental curricula.