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dc.contributor.convenorIvan Darbyen_US
dc.contributor.authorShort, L.en_US
dc.contributor.authorNulty, Duncanen_US
dc.contributor.authorJohnson, Newellen_US
dc.contributor.editorIvan Darby?en_US
dc.date.accessioned2017-05-03T14:33:32Z
dc.date.available2017-05-03T14:33:32Z
dc.date.issued2011en_US
dc.date.modified2012-08-30T23:10:45Z
dc.identifier.urihttp://hdl.handle.net/10072/43901
dc.description.abstractObjectives: There has also been a growth in the number of dental professionals employed by universities to teach within the new dental programs in Australia - from only five dental schools in 2002 to nine dental schools in 2011. Some of these dental professionals had no experience or qualifications in education and many were recruited from overseas. It is within this context that an interest in assessment of clinical skills and feedback strategies in dental education emerged. Methods: Research was conducted with teachers, students and graduates in the School of Dentistry and Oral Health at Griffith University in Semester 2, 2010. 36 x informal interviews were conducted with academic and sessional teachers; 64 x 2nd and 3rd Year Dentistry and Oral Health Therapy students were surveyed; and data from the Course Experience Questionnaire (CEQ) were accessed for the School from 2006 to 2010. Results: Only 5/24 (20%) academics and 1/12 (less than 10%) sessional teachers were confident that the School is assessing students' clinical/laboratory skills in the best and most appropriate manner. The data for the teachers and that for the students show a discrepancy in that the students want and value feedback but the academics and sessional teachers find it difficult to provide the feedback, especially in the clinical environment. For the graduates, only 16/32 (50%) in 2007, 9/26 (34.6%) in 2008, 19/48 (39.6%) in 2009 and 36/50 (72%) in 2010 of respondents agreed that the teaching staff normally gave the students helpful feedback on how each was going. Conclusions: Analysis of the data from the exploratory work with teachers, students and graduates at Griffith University supports the proposition that further research is required to understand the complex interplay between philosophy of the School, the curriculum, learning and teaching processes, assessment methods and feedback strategies in dental education.en_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherNo data provideden_US
dc.publisher.urihttp://www.dent.unimelb.edu.au/dsweb/research/iadr.htmlen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencenameInternational Association for Dental Research 51st Annual Scientific Conferenceen_US
dc.relation.ispartofconferencetitleIADR Programme and Abstracts: 51st Annual Scientific Meeting. September 25-28, Melbourne, Australia.en_US
dc.relation.ispartofdatefrom2011-09-25en_US
dc.relation.ispartofdateto2011-09-28en_US
dc.relation.ispartoflocationMelbourne, Australiaen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducation Assessment and Evaluationen_US
dc.subject.fieldofresearchcode130303en_US
dc.titleAssessment Methods and Feedback Strategies in Dental Educationen_US
dc.typeConference outputen_US
dc.type.descriptionE3 - Conference Publications (Extract Paper)en_US
dc.type.codeE - Conference Publicationsen_US
gro.rights.copyrightSelf-archiving of the author-manuscript version is not yet supported by this Publisher. Please refer to the conference link for access to the definitive, published version or contact the author(s) for more information.en_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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