The Art of Assessment: Ensuring Effective Evaluation of Affective Assessment (SoTLfest)
Explore the art of delivering affective assessment to students. Emphasis is placed on the human element of assessment. Case scenarios, critical thinking strategies, and purposeful reflection build the educator’s ability to provide effective affective assessment.
Learning Objectives:
- Construct effective assessments for unacceptable student performance
- Describe a successful student assessment.
Presenters:
Laura L. MacDonald, Dip D.H., B.Sc.D. (DH), Med, University of Manitoba
Dieter J. Schonwetter, Ph.D., University of Manitoba
Getulio Nogueria Fihlo, D.D.S, M.Sc., Ph.D., University of Manitoba
______________________________________________________________
The Big Idea of Small Groups (SoTLfest)
Small group learning fosters a greater degree of knowledge synthesis, ownership of the learning process, improved decision-making and problem-solving skills, and the opportunity for learners to support and learn from one another. Learning through interactive methods allows the practical application of learned concepts and strategies.
Learning Objectives:
- Summarize effective small group concepts, including interdependence and interactivity, diversity, openness, equifinality, and synergy.
- Equip dental instructors to become better facilitators of small group learning within the classroom.
Presenter: Alexa S. Chilcutt, Ph.D., University of Alabama at Birmingham
______________________________________________________________
New Idea:
Domestic Violence, Dentistry, and Theater for Change: Experiential Approaches to Teaching Dental Students to Identify and Intervene in Domestic Violence (SoTLfest)
While dentists are in a unique position to identify and intervene in domestic violence, training in this area is not part of the curriculum in many dental schools. The CARES program at University at Buffalo, in conjunction with a local domestic violence shelter and Theater for Change, a theater company that seeks to educate people about social issues, have designed a unique program in which dental students actively participate in role plays with actors. The actors, trained in domestic violence issues, play victims, family members, and colleagues, while dental students practice interventions and interviewing skills. The students receive feedback from professionals in the field and from the actors who play the victims. Unlike other programs, this approach allows students to address emotional issues that arise, as well as to actually practice the skills needed to work effectively with this population. Research on this pilot program will be presented.
Presenters:
Joan M. Doris, D.S.W., University at Buffalo
Britt Holdaway, M.S.W., University at Buffalo
______________________________________________________________
Using Faculty Assessment to Foster the Scholarship of Teaching and Learning (SoTLfest)
In dental education in recent years, the Scholarship of Teaching and Learning has received attention and support. The current focus is on how to effectively assess its educational contributions. Two major challenges exist: What data should be collected to provide evidence of the contribution, and who should complete the evaluation? Administrators and appointment, promotion, and tenure committees look for documentation of educational scholarship that allows them to determine the contribution’s impact on the teaching and learning environment. Formative and summative assessment from students and peers are integral parts of the documentation of the scholarship of teaching and learning. Explore how faculty members can document excellence in their teaching and learning activities. This session will feature four short presentations on various aspects of assessment and impact to foster the scholarship of teaching and learning. Benefits and barriers will be outlined. The presentations will be followed by comments from two reactors.
Learning Objectives:
- Describe the rationale for the inclusion of assessment to foster the scholarship of teaching and learning
- Identify strategies to evaluate educational scholarship, highlighting self-reflection and the peer review process
- Describe how teaching/education portfolios can be used to summatively assess faculty work.
- Describe the benefits of publishing scholarly work in teaching and learning through national venues such as MedEdPORTAL
- Review strategies for educating department chairs, promotion and tenure committees, and deans about evaluating and rewarding the scholarship of teaching learning.
Presenters:
Janet Woldt, M.S., Ph.D., University of Missouri-Kansas City
Cynthia C. Gadbury-Amyot, M.S.D.H., Ed.D., University of Missouri-Kansas City
Nadeem Y. Karimbux, D.M.D., M.M.Sc., Harvard School of Dental Medicine
Paula N. O’Neill, M.Ed., Ed.D., University of Texas Health Science Center at Houston
______________________________________________________________
How to Teach Evidence-Based Dental Patient Management and Implementation of Guidelines on Oral Medicine (SoTLfest)
As dental patients become more medically complex, many medical guidelines for patient care become increasingly relevant to oral health care providers. Teaching and implementation of relevant medical guidelines is an integral part of evidence-based dental patient management and oral medicine curriculum. Medical knowledge and techniques are advancing rapidly; guidelines can be released or revised far more frequently than before. Keeping up with the implementation or relevant guidelines can be challenging for dental educators.
Learning Objectives:
- Explain strategies of problem-solving skills in teaching and implementing evidence-based guidelines, especially those highly relevant to dentistry.
- Describe methods in outcome assessment of students’ knowledge, attitude, and practice (KAP) of guidelines as well as dental patients’ compliance.
- Analyze guidelines implementation in dental school from various vantage points: administrator, faculty member, and student.
Presenter: Shin-Mey Rose Yin Geist, D.D.S., M.S., University of Detroit Mercy
______________________________________________________________
Learning Evidence-based Patient Management and Implementation of Evidence-based Guidelines in Oral Medicine
Presenter: Jerek B. Petrous, Third-Year Dental Student, University of Detroit Mercy
______________________________________________________________
Preparing Students and Faculty for Interpretation and Implementation of Evidence-Based Guidelines
Presenter: Diane Hoelscher, D.D.S., M.S., University of Detroit Mercy
______________________________________________________________
New Idea:
The Key to Competency-Based Education (SoTLfest)
Case-based clinical simulation competency assessment and the accompanying objective evaluate criteria that serve as a grading rubric have been used to determine competence in the skills of management of malocclusion and skeletal problems at New York University (NYU) College of Dentistry since 2001. Although the assessment and the grading standards have not changed, the course that supports these competencies has evolved in response to external factors. This presentation will look at the relationship between the assessment and the learning process. Ways that assessments have been used to direct instructional targets and to monitor student achievement and instructional effectiveness will be explored. Assessment data from 2001 to 2009 will be presented.
Presenter: Mitchell J. Lipp, D.D.S., New York University
______________________________________________________________
Moving Beyond the Correct Answer: Exploring Innovative Uses and Types of Competency Assessments in Contrasting Educational Programs (SoTLfest)
Pre-and postdoctoral orthodontic programs in the United States and Canada have evolved separately in response to unique circumstances, resources, and philosophies, yet all have a basic responsibility of training competent and proficient dental practitioners.
Learning Objectives:
- Consider how contrasting programs use competency assessments through mid-size and large U.S. dental colleges in urban centers, a Canadian program that emphasizes problem-based learning, and a postgraduate program that emphasizes team learning and peer assessments.
- Discover innovative uses of assessments to monitor and boost instructional effectiveness and as an outcome measure for educational research.
Presenters:
Mitchell J.Lipp, D.D.S., New York University
George J. Cisneros, D.M.D., M.M.Sc., New York University
Sandra Fastlicht, D.D.S., M.Sc., University of British Columbia
Clarence C. Bryk, D.D.S., M.S., University of Texas Health Science Center at San Antonio
Hillary L. Broder, Ph.D., M.Ed., University of Medicine and Dentistry of New Jersey
______________________________________________________________
Assessing Clinical Competency: Nontraditional Methods ( SoTLfest)
Assessing clinical competency often mirrors regional board examinations. Clinical procedures are performed on live patients, a practice that sees increasing pressure to be eliminated. In this program, a panel of three experts explores several nontraditional methods of clinical assessment. Dr. Beemsterboer reports on design, implementation, educational outcomes, and costs of using objective standardized clinical examinations (OSCE). Dr. Milligan discusses how senior student comprehensive case presentations are used at the University of Pittsburg to assess student clinical competency. Finally, Dr. Stewart presents assessment of student practice and patient management skills in a series of comprehensive care courses that cover all four years.
Learning Objectives:
- Examine specific methods of using nontraditional assessment, including design, implementation, outcomes, and costs.
- Evaluate the costs and impact of nontraditional assessment.
- Identify how student clinical competency is assessed at one institution through comprehensive case presentations.
Presenters:
Phyllis Beemsterboer, M.S., Ed.D., Oregon Health & Science University
Denice Stewart, D.D.S., M.H.S.A., Oregon Health & Science University
Wilbert Milligan, Ph.D., D.M.D., University of Pittsburgh
Phyllis Beemsterboer and Denice Stewart, Oregon Health & Science University
Wilbert Milligan, University of Pittsburgh
______________________________________________________________
New Idea:
Use of an Innovative Tool to Develop Test Items and Generate a Test Blueprint (SoTLfest)
This presentation describes an innovative computer tool for test construction and banking and the use of Test Blueprint for student study guides.
Presenter: Ranier M. Adarve, D.M.D., M.S., M.H.P.E., University of Minnesota