ArticleBMC medical education2025
The impact of structured assessment attempts and instructor feedback on clinical competency development in dental assistant training.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- A competency-based assessment system for undergraduate oral and maxillofacial surgery internship: development and pilot validation.BMC medical education · 2026Article
- Assessing the reliability and validity of a standardized rubric for staff evaluation of all-ceramic crown preparations at preclinical setting.BMC medical education · 2026Article
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Authors and funding
2 authors.
Funding
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Abstract
backgroundThis research investigated the effectiveness of a structured three-attempt formative assessment model combined with instructor feedback in improving clinical competency among first-semester dental assistant diploma students.
methodsTen dental assistant students underwent repeated assessment attempts across eight operative and endodontic procedures during the Fall 2023 semester of the Dental Assistant Diploma program. After each attempt, students were given performance feedback reinforcing elements they performed well, and guiding their improvement in areas that were less well executed. Outcomes across the three attempts were then compared to determine if repeated feedback was associated with improved performance over time.
resultsStudent progress with this structured feedback approach was associated with significant and consistent improvement of performance scores across the three assessments (F = 577.74; p < 0.000), along with universally high logbook grades across students and a 100% pass rate in the final competency exam. Statistical analysis revealed a strong correlation (Pearson's r = 0.94, p < 0.000) between logbook scores and final competency exam scores, which is notable given these two assessment types were conducted by independent examiners.
conclusionsThese findings suggest that structured feedback-driven assessment plays a pivotal role in competency-based education for dental assistants. In addition, this research highlights specific design elements that may be fundamental in the success of such an approach.
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