Scaffolding Self-Regulated Learning in Operative Dentistry Through Self-Assessment Training

Ghaith Alfakhry; Khattab Mustafa; Kamal Ybrode; Bashar Jazayerli; Hussam Milly; Khaled Alhomsi; Issam Jamous

doi:10.1177/23821205241226820

Scaffolding Self-Regulated Learning in Operative Dentistry Through Self-Assessment Training

J Med Educ Curric Dev. 2024 Jan 23:11:23821205241226820. doi: 10.1177/23821205241226820. eCollection 2024 Jan-Dec.

Authors

Ghaith Alfakhry^{1

2

3}, Khattab Mustafa^{1

4}, Kamal Ybrode⁴, Bashar Jazayerli^{1

3}, Hussam Milly³, Khaled Alhomsi⁵, Issam Jamous^{1

6}

Affiliations

¹ Program of Medical Education, Syrian Virtual University, Damascus, Syria.
² Education Quality and Scientific Research Office, Al-Sham Private University, Damascus, Syria.
³ Faculty of Dental Medicine, Damascus University, Damascus, Syria.
⁴ Department of Endodontics and Restorative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria.
⁵ Department of Biomedical Sciences, Faculty of Pharmacy, Al-Sham Private University, Damascus, Syria.
⁶ Department of Prosthodontics, Faculty of Dental Medicine, Damascus University, Damascus, Syria.

Abstract

Objectives: This study aimed to investigate how effective self-assessment training is in improving the self-regulated learning (SRL) ability of operative dentistry students. The secondary aim was to explore students' attitudes towards self-assessment in clinical settings.

Introduction: Self-assessment has been the focus of dental education research for decades and has been claimed to be cornerstone in the SRL process.

Methods: This is quasi-experimental study conducted at Damascus University Faculty of Dental Medicine, Syria. A modified direct observation of procedural skills (DOPS) assessment protocol with a self-assessment component was applied to a convenience sample of students across five clinical encounters in 2022. Data were collected during clinical training on the DOPS form and at the end of the experiment using a structured questionnaire with a single open-ended question. The qualitative part of the study followed a deductive theory-informed content analysis approach, relying on Zimmerman SRL theory.

Results: A total number of 32 students participated in the study, eight of whom were male. During the experiment assessment, participants showed overwhelming positive attitudes towards the utility of self-assessment (m ≥ 3.5; max:4) and the overall assessment method (3.3 ≥ m ≥ 3.5; max:4). Cronbach's alpha for the post-experiment questionnaire was 0.888. A total of 84.4% of the participants strongly agreed that self-assessment is useful in clinical training. Data collected (qualitative and quantitative) from participants revealed the positive effects of self-assessment on all three phases of SRL, especially the reflection phase.

Conclusion: Self-assessment practice and training showed positive results in terms of improving SRL and performance in a clinical context; SRL appeared to be affected by self-assessment in all phases (forethought, performance, and reflection). Participants' perceptions of self-assessment were generally very positive. These findings imply the potential benefits of applying self-assessment training interventions to foster the SRL ability of learners within the clinical context.

Keywords: DOPS; clinical training; dental education; direct observation of procedural skills; operative dentistry; self-assessment; self-regulated learning; undergraduate.