Assessment of undergraduate orthodontic education : a correlation between written examination, laboratory work, and Objective Structured Clinical Examination (OSCE) of medical interviews

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The necessity for a revolution in medical and dental undergraduate education assessment has received considerable attention in recent years. In the case of orthodontic undergraduate curriculum, not only the traditional lecturebased learning or laboratory work, but also the need for specific education to improve communication skills with patients has been emphasized. However, there have not been any studies reporting the correlation between the assessments such as traditional written examination, laboratory work, and medical interviews of the undergraduate knowledge levels. In the present study, we assessed the correlation of these various educational methods. Data were collected from 51 undergraduate students that had taken the same lecture, laboratory work, and Objective Structured Clinical Examination (OSCE) of medical interviews. Statistical analysis was performed using Spearman's correlation coefficient to assess the correlation between these educational methods. Prior to the written examinations (10 questions), undergraduate students took 32 (48 hours) sessions taught by 3 orthodontic faculty members. Those 3 orthodontic faculty members prepared questions from the lectures they had given, and scored the examinations. There were of 6 (27 hours) laboratory work taught by four orthodontic faculty members. Four orthodontic appliances were evaluated by a single orthodontic faculty member. The clinical interview and the lecture were conducted by 2 orthodontic faculty member 2 times (3 hours). Assessment of the OSCE was conducted by 8 well-trained and calibrated dental faculty members. Two faculty members and one student (as a simulated and standardized patient, i. e., SP) evaluated each undergraduate student. Assessment of content and process areas of the OSCE was performed by 2 faculty members. The total examination time was 6 minutes. As a result, the written examination score positively correlated with all other variables excluding the process area. This was the same in the results of OSCE. There was no correlation between laboratory work and either the process area or the total evaluation results of the OSCE. In conclusion, basic scientific knowledge of orthodontics helps in laboratory work and communication skills. However, specific knowledge and skills are required in the process area of conducting a medical interview with patients.
日本矯正歯科学会の論文

Assessment of undergraduate orthodontic education : a correlation between written examination, laboratory work, and Objective Structured Clinical Examination (OSCE) of medical interviews

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