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Ali K, Zahra D. Ten tips for effective use and quality assurance of multiple-choice questions in knowledge-based assessments. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:655-662. [PMID: 38282273 DOI: 10.1111/eje.12992] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2023] [Revised: 12/11/2023] [Accepted: 01/15/2024] [Indexed: 01/30/2024]
Abstract
Multiple-choice questions (MCQs) are the most popular type of items used in knowledge-based assessments in undergraduate and postgraduate healthcare education. MCQs allow assessment of candidates' knowledge on a broad range of knowledge-based learning outcomes in a single assessment. Single-best-answer (SBA) MCQs are the most versatile and commonly used format. Although writing MCQs may seem straight-forward, producing decent-quality MCQs is challenging and warrants a range of quality checks before an item is deemed suitable for inclusion in an assessment. Like all assessments, MCQ-based examinations must be aligned with the learning outcomes and learning opportunities provided to the students. This paper provides evidence-based guidance on the effective use of MCQs in student assessments, not only to make decisions regarding student progression but also to build an academic environment that promotes assessment as a driver for learning. Practical tips are provided to the readers to produce authentic MCQ items, along with appropriate pre- and post-assessment reviews, the use of standard setting and psychometric evaluation of assessments based on MCQs. Institutions need to develop an academic culture that fosters transparency, openness, equality and inclusivity. In line with contemporary educational principles, teamwork amongst teaching faculty, administrators and students is essential to establish effective learning and assessment practices.
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Affiliation(s)
- Kamran Ali
- QU Health College of Dental Medicine, Qatar University, Doha, Qatar
| | - Daniel Zahra
- School of Psychology, Plymouth University, Plymouth, UK
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Thorat VA, Rao P, Joshi N, Talreja P, Shetty A. The Role of Chatbot GPT Technology in Undergraduate Dental Education. Cureus 2024; 16:e54193. [PMID: 38496058 PMCID: PMC10942112 DOI: 10.7759/cureus.54193] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/14/2024] [Indexed: 03/19/2024] Open
Abstract
This comprehensive article explores the transformative role of Chatbot GPT, based on the GPT-3 architecture, in revolutionizing dental education. The focus is on its impact across various facets, including personalized learning pathways, integration into virtual patient simulation scenarios, 24/7 accessibility, multilingual support, interactive dental dictionary functionality, evidence-based learning, and assessment and evaluation of dental students. The objective is to showcase how Chatbot GPT enhances educational experiences, promotes inclusivity, and aligns with contemporary pedagogical principles. Chatbot GPT emerges as a powerful ally in dental education, offering personalized learning experiences, risk-free clinical simulations, continuous accessibility, multilingual support, instant terminology assistance, evidence-based learning resources, and real-time assessment capabilities. Its adaptability caters to diverse learning needs, fostering a learner-centered approach and promoting lifelong learning for both dental students and practitioners. As a versatile tool, Chatbot GPT not only transforms the educational journey but also serves as a valuable asset for continuous professional development in the dynamic landscape of dentistry.
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Affiliation(s)
- Vinayak A Thorat
- Department of Periodontology, Bharati Vidyapeeth (Deemed to Be University) Dental College and Hospital, Navi Mumbai, IND
| | - Prajakta Rao
- Department of Periodontology, Bharati Vidyapeeth (Deemed to Be University) Dental College and Hospital, Navi Mumbai, IND
| | - Nilesh Joshi
- Department of Periodontology, Bharati Vidyapeeth (Deemed to Be University) Dental College and Hospital, Navi Mumbai, IND
| | - Prakash Talreja
- Department of Periodontology, Bharati Vidyapeeth (Deemed to Be University) Dental College and Hospital, Navi Mumbai, IND
| | - Anupa Shetty
- Department of Periodontology, Bharati Vidyapeeth (Deemed to Be University) Dental College and Hospital, Navi Mumbai, IND
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Ali K, Barhom N, Tamimi F, Duggal M. ChatGPT-A double-edged sword for healthcare education? Implications for assessments of dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:206-211. [PMID: 37550893 DOI: 10.1111/eje.12937] [Citation(s) in RCA: 10] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Revised: 07/08/2023] [Accepted: 07/24/2023] [Indexed: 08/09/2023]
Abstract
INTRODUCTION Open-source generative artificial intelligence (AI) applications are fast-transforming access to information and allow students to prepare assignments and offer quite accurate responses to a wide range of exam questions which are routinely used in assessments of students across the board including undergraduate dental students. This study aims to evaluate the performance of Chat Generative Pre-trained Transformer (ChatGPT), a generative AI-based application, on a wide range of assessments used in contemporary healthcare education and discusses the implications for undergraduate dental education. MATERIALS AND METHODS This was an exploratory study investigating the accuracy of ChatGPT to attempt a range of recognised assessments in healthcare education curricula. A total of 50 independent items encompassing 50 different learning outcomes (n = 10 per item) were developed by the research team. These included 10 separate items based on each of the five commonly used question formats including multiple-choice questions (MCQs); short-answer questions (SAQs); short essay questions (SEQs); single true/false questions; and fill in the blanks items. Chat GPT was used to attempt each of these 50 questions. In addition, ChatGPT was used to generate reflective reports based on multisource feedback; research methodology; and critical appraisal of the literature. RESULTS ChatGPT application provided accurate responses to majority of knowledge-based assessments based on MCQs, SAQs, SEQs, true/false and fill in the blanks items. However, it was only able to answer text-based questions and did not allow processing of questions based on images. Responses generated to written assignments were also satisfactory apart from those for critical appraisal of literature. Word count was the key limitation observed in outputs generated by the free version of ChatGPT. CONCLUSION Notwithstanding their current limitations, generative AI-based applications have the potential to revolutionise virtual learning. Instead of treating it as a threat, healthcare educators need to adapt teaching and assessments in medical and dental education to the benefits of the learners while mitigating against dishonest use of AI-based technology.
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Affiliation(s)
- Kamran Ali
- College of Dental Medicine QU Health, Qatar University, Doha, Qatar
| | - Noha Barhom
- College of Dental Medicine QU Health, Qatar University, Doha, Qatar
| | - Faleh Tamimi
- College of Dental Medicine QU Health, Qatar University, Doha, Qatar
| | - Monty Duggal
- College of Dental Medicine QU Health, Qatar University, Doha, Qatar
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Ali K, Alhaija ESA, Raja M, Zahra D, Brookes ZL, McColl E, Zafar S, Kirnbauer B, Al Wahadni AM, Al-Fodeh RS, Bani-Hani TG, Daher SO, Daher HO. Blended learning in undergraduate dental education: a global pilot study. MEDICAL EDUCATION ONLINE 2023; 28:2171700. [PMID: 36751853 PMCID: PMC9930845 DOI: 10.1080/10872981.2023.2171700] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/04/2022] [Revised: 01/11/2023] [Accepted: 01/19/2023] [Indexed: 06/18/2023]
Abstract
AIMS To explore the global trends in blended learning in undergraduate dental education during the COVID pandemic and during the recovery phase by engaging with the students and faculty and evaluate the implications for dental education in the post-COVID era. METHODS It was a pilot cross-sectional study which employed a convenience sampling technique to recruit representatives of dental faculty and undergraduate students in 80 dental institutions globally. A previously validated questionnaire consisting of a combination of closed and open-ended items was used for data collection. Responses to these online questionnaires were processed and analysed using the R statistical computing environment. RESULTS A total of 320 dental students and 169 faculty members from 47 different dental institutions participated in the study. Video and Live Online Tutorials were considered to be the most effective method of online learning followed by online question banks by both groups. Significant differences were noted between faculty and students regarding time spent and effectiveness of online teaching and learning, respectively, both before and after the start of COVID. The results highlight the faculty need to engage more closely with the students to address their learning needs. Finally, the participants provided several recommendations regarding the future development of teaching and learning strategies as well as assessments in the post-pandemic era. CONCLUSIONS This is the first study which explores blended learning in dental education with participants from multiple institutions in different regions of the globe. Compared to the faculty, students considered online learning to be less interactive and preferred learning activities and all assessments to be delivered face-to-face. The results underscore the need to adapt teaching practices to suit the learning needs of the students.
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Affiliation(s)
- Kamran Ali
- Qatar University, QU Health College of Dental Medicine, Doha, Qatar
| | - E. S. A. Alhaija
- Qatar University, QU Health College of Dental Medicine, Doha, Qatar
| | - Mahwish Raja
- Qatar University, QU Health College of Dental Medicine, Doha, Qatar
| | - Daniel Zahra
- School of Psychology, University of Plymouth University, Plymouth, UK
| | - Zoe L Brookes
- School of Psychology, University of Plymouth University, Plymouth, UK
| | - Ewen McColl
- School of Psychology, University of Plymouth University, Plymouth, UK
| | - Sobia Zafar
- Paediatric Dentistry, Queensland University, Brisbane, Australia
| | - Barbara Kirnbauer
- Department of Oral and Maxillofacial Surgery, Graz University, Graz, Austria
| | - Ahed M. Al Wahadni
- College of Dentistry and Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Rami S. Al-Fodeh
- College of Dentistry and Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | | | - Saba O Daher
- College of Dentistry and Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Hasan O Daher
- College of Dentistry and Medicine, Jordan University of Science and Technology, Irbid, Jordan
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Giannakopoulos K, Kavadella A, Kavvadia K, Yiallouris A, Kaklamanos EG. Dental students' and faculty perception of online exams with e-invigilation in Cyprus. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:1098-1108. [PMID: 36994889 DOI: 10.1111/eje.12903] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 01/27/2023] [Accepted: 03/11/2023] [Indexed: 06/19/2023]
Abstract
INTRODUCTION During the recent pandemic, e-learning and e-assessment methods have been implemented worldwide, providing opportunities for further implementation in the dental curriculum. This study aims to research the dental students' and dental faculty's perceptions of online exams with e-invigilation. MATERIALS AND METHODS Online questionnaires were developed and delivered, after three semesters of online exams, to all students and faculty. Descriptive statistics were performed, and answers were grouped into Principal Components (PC) using Principal Component Analysis (PCA). Statistical significance was set at p < .05. RESULTS Two-hundred and sixty dental students (83.7%) and 24 dental faculty members (63.1%) answered the online questionnaires. PCA of students' responses revealed 4 PC, 'University support to students', 'Comparison between online and face-to-face exams', 'Preparation for the online exams' and 'Attitudes towards the technology used for the online exams'. PCA of faculty responses revealed 5 PC: 'Comparison between online and face-to-face exams', 'University support to faculty', 'Faculty attitudes towards the exam procedures', 'Human factors associated with the exam procedures' and 'Exam invigilation'. The overall satisfaction was high for both staff and students (higher for students and female staff). Students with previous experience in online exams scored more positively than first-year students. University support, process-related stress and e-invigilation were highlighted. CONCLUSIONS The overall satisfaction with the e-exams was high, despite the technical problems, time-consuming processes and related stress. University support (training, IT support and resources) and mock exams emerged as important elements of online exams, as was the e-invigilation, which students perceived as efficient and non-intrusive.
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Affiliation(s)
| | - Argyro Kavadella
- School of Dentistry, European University Cyprus, Nicosia, Cyprus
| | | | | | - Eleftherios G Kaklamanos
- School of Dentistry, European University Cyprus, Nicosia, Cyprus
- School of Dentistry, Aristotle University of Thessaloniki, Thessaloniki, Greece
- Hamdan Bin Mohammed College of Dental Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
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Kennedy EN, Champion K, Niessen LC. Rubric development and peer review for predoctoral dental education. J Dent Educ 2023. [PMID: 36928562 DOI: 10.1002/jdd.13195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Revised: 01/25/2023] [Accepted: 02/12/2023] [Indexed: 03/18/2023]
Abstract
PURPOSE This article outlines a process and template for developing rubrics that can be shared across predoctoral dental education programs. METHODS The rubrics were developed using a peer-review process for incorporating clinical skills and professional behaviors required for predoctoral dental students in their development of competent independent practice. RESULTS This article shares the process, templates, and rubrics that were developed for a new predoctoral dental program. These rubrics can be implemented across various educational settings including didactic curriculum, preclinical, clinical, and extra-mural educational experiences. Successful rubric implementation requires the identification of a software and its key features. CONCLUSION These rubrics are presented with the intent to share among dental education institutions looking to identify novel ways for longitudinal student assessment. These rubrics also offer the opportunity for collaborative use among various dental schools.
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Affiliation(s)
- Erinne N Kennedy
- Kansas City University College of Dental Medicine, Joplin, Missouri, USA
| | - Kathryn Champion
- Kansas City University College of Dental Medicine, Joplin, Missouri, USA
| | - Linda C Niessen
- Kansas City University College of Dental Medicine, Joplin, Missouri, USA
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