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Assessment formats in dental medicine: An overview
Aim: At the annual meeting of German dentists in Frankfurt am Main in 2013, the Working Group for the Advancement of Dental Education (AKWLZ) initiated an interdisciplinary working group to address assessments in dental education. This paper presents an overview of the current work being done by thi...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
German Medical Science GMS Publishing House
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5003142/ https://www.ncbi.nlm.nih.gov/pubmed/27579365 http://dx.doi.org/10.3205/zma001064 |
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author | Gerhard-Szep, Susanne Güntsch, Arndt Pospiech, Peter Söhnel, Andreas Scheutzel, Petra Wassmann, Torsten Zahn, Tugba |
author_facet | Gerhard-Szep, Susanne Güntsch, Arndt Pospiech, Peter Söhnel, Andreas Scheutzel, Petra Wassmann, Torsten Zahn, Tugba |
author_sort | Gerhard-Szep, Susanne |
collection | PubMed |
description | Aim: At the annual meeting of German dentists in Frankfurt am Main in 2013, the Working Group for the Advancement of Dental Education (AKWLZ) initiated an interdisciplinary working group to address assessments in dental education. This paper presents an overview of the current work being done by this working group, some of whose members are also actively involved in the German Association for Medical Education's (GMA) working group for dental education. The aim is to present a summary of the current state of research on this topic for all those who participate in the design, administration and evaluation of university-specific assessments in dentistry. Method: Based on systematic literature research, the testing scenarios listed in the National Competency-based Catalogue of Learning Objectives (NKLZ) have been compiled and presented in tables according to assessment value. Results: Different assessment scenarios are described briefly in table form addressing validity (V), reliability (R), acceptance (A), cost (C), feasibility (F), and the influence on teaching and learning (EI) as presented in the current literature. Infoboxes were deliberately chosen to allow readers quick access to the information and to facilitate comparisons between the various assessment formats. Following each description is a list summarizing the uses in dental and medical education. Conclusion: This overview provides a summary of competency-based testing formats. It is meant to have a formative effect on dental and medical schools and provide support for developing workplace-based strategies in dental education for learning, teaching and testing in the future. |
format | Online Article Text |
id | pubmed-5003142 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | German Medical Science GMS Publishing House |
record_format | MEDLINE/PubMed |
spelling | pubmed-50031422016-08-30 Assessment formats in dental medicine: An overview Gerhard-Szep, Susanne Güntsch, Arndt Pospiech, Peter Söhnel, Andreas Scheutzel, Petra Wassmann, Torsten Zahn, Tugba GMS J Med Educ Article Aim: At the annual meeting of German dentists in Frankfurt am Main in 2013, the Working Group for the Advancement of Dental Education (AKWLZ) initiated an interdisciplinary working group to address assessments in dental education. This paper presents an overview of the current work being done by this working group, some of whose members are also actively involved in the German Association for Medical Education's (GMA) working group for dental education. The aim is to present a summary of the current state of research on this topic for all those who participate in the design, administration and evaluation of university-specific assessments in dentistry. Method: Based on systematic literature research, the testing scenarios listed in the National Competency-based Catalogue of Learning Objectives (NKLZ) have been compiled and presented in tables according to assessment value. Results: Different assessment scenarios are described briefly in table form addressing validity (V), reliability (R), acceptance (A), cost (C), feasibility (F), and the influence on teaching and learning (EI) as presented in the current literature. Infoboxes were deliberately chosen to allow readers quick access to the information and to facilitate comparisons between the various assessment formats. Following each description is a list summarizing the uses in dental and medical education. Conclusion: This overview provides a summary of competency-based testing formats. It is meant to have a formative effect on dental and medical schools and provide support for developing workplace-based strategies in dental education for learning, teaching and testing in the future. German Medical Science GMS Publishing House 2016-08-15 /pmc/articles/PMC5003142/ /pubmed/27579365 http://dx.doi.org/10.3205/zma001064 Text en Copyright © 2016 Gerhard-Szep et al. http://creativecommons.org/licenses/by/4.0/ This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. |
spellingShingle | Article Gerhard-Szep, Susanne Güntsch, Arndt Pospiech, Peter Söhnel, Andreas Scheutzel, Petra Wassmann, Torsten Zahn, Tugba Assessment formats in dental medicine: An overview |
title | Assessment formats in dental medicine: An overview |
title_full | Assessment formats in dental medicine: An overview |
title_fullStr | Assessment formats in dental medicine: An overview |
title_full_unstemmed | Assessment formats in dental medicine: An overview |
title_short | Assessment formats in dental medicine: An overview |
title_sort | assessment formats in dental medicine: an overview |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5003142/ https://www.ncbi.nlm.nih.gov/pubmed/27579365 http://dx.doi.org/10.3205/zma001064 |
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