Case study of assessment practices in a UK dental school
Creators: name: Abimbola Giwa
Publisher: name: F1000 Research Limited
Year: 2023

description: Assessment is a fundamental part of teaching and learning as well as curriculum development and management in dental schools. It constitutes a significant part of the standards for dental education in the United Kingdom and is a regulatory requirement from the General Dental Council (GDC) who act as gatekeepers for the dental profession, the public and relevant stakeholders.<br> <br> Dental education providers have a duty to ensure their assessment meets prescribed benchmarks, demonstrates sufficiency and a consistent attainment of educational standards. It is important that graduating dentists are professionally competent and meet the thresholds stipulated by the GDC having gone through a robust assessment process during training. The intent to demonstrate how local assessment complies with GDC standards formed a significant basis for this research which was carried out in the Institute of Dentistry of the Queen Mary University of London.<br> <br> The aim of this study was to determine the factors influencing assessment design to meet the undergraduate dental education standards of the General Dental Council.<br> <br> This was a qualitative constructivist study exploring the undergraduate assessment protocol within the dental school. Case study design using semi-structured interviews of academic staff from different disciplines with significant roles in assessment delivery. Interviews were conducted using a schedule of 16 questions which explored issues relevant to the research question. Ethical approval and permissions were sought and obtained following local protocol.<br> <br> Thematic analysis (Braun &amp; Clarke 2006) was used to analyse interview data and eleven themes reflecting the characteristics of collected data were identified through an iterative and relexive process. Emerging themes were safe beginner, professionalism, constructive alignment, feedback, fit for purpose, embed reflection, multiple methods of assessment, appropriate assessments, embed quality assurance, equal opportunities for learners and assessment literacy. All eleven themes though distinct, had a clear relationship, were internally coherent and consistent and provided a rich and coherent analysis which answered the research question.<br> <br> Individual themes were corroborated with vivid data extracts from study participants.The researcher’s epistemological assumptions was constructivist and influenced the overall approach to the study particularly the interpretation of data.Thematic analysis of interview data was depicted as a thematic matrix (Braun and Clarke 2006).<br> <br> The themes identified are all within the framework of the GDC’s assessment standards and requirements for dental education providers. There was a consistent approach to assessment design across the disciplines represented by study participants with innovative ideas on improving assessment. However, there are some challenges in designing and developing more innovative assessments due to resource implications.<br> <br> The findings indicate an overall methodical approach to assessment design with a clear focus on GDC standards and requirements by faculty within the dental school. There is suggestive evidence for the argument of assessment as an integral component of teaching, learning and curriculum management in undergraduate dental education.