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dc.contributor.advisorGodel, Jeffrey H.
dc.creatorTarazi, Noor
dc.date.accessioned2020-08-25T19:59:39Z
dc.date.available2020-08-25T19:59:39Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/20.500.12613/312
dc.description.abstractObjectives: A pilot study evaluated the effect of an online assessment on orthodontic diagnostic decisions of dental students subsequently attending an orthodontic diagnostic examination. Case-based assessment improved clinical performance scores when screening patients. This study continues exploration of student performance by changing the time of assessment completion. Methods: Third year dental students are required to complete an orthodontic diagnostic examination as a graded clinical course requirement. Before the clinical examination, students review an online module subsequent to a didactic lecture course. The control group (n=66) completed a graded pre-assessment before viewing the online module and a graded post assessment after reviewing the online module. Both pre and post assessments were completed prior to the rotation. The experimental group (n=66) completed the pre-assessment prior to viewing the online module and completed the post-assessment after the screening rotation. Control and experimental groups completed a self-efficacy survey before and after the screening rotation to evaluate their self-confidence in diagnosing and treating malocclusions. The control and experimental groups were compared based on their online diagnostic assessment scores and self-efficacy surveys. Results: We found a substantial increase in total online pre and post-test assessment performance for the experimental group (p=0.000), but no difference between the pre-self-efficacy scores from the control group and experimental group (p=.631). Finally, a substantial increase in the students’ self-efficacy confidence occurred by changing the timing (p=0.002). Conclusion: This study shows that screening patients in a clinical scenario can improve student’s performance in case based assessments. Student confidence also increased after taking the post-assessment module and screening patients. Evaluating patients helped students solidify their learned diagnostic information and better apply it to a case based scenario.
dc.format.extent56 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectBiology
dc.titlePRE-DOCTORAL ORTHODONTIC ONLINE LEARNING EFFECTS ON CLINICAL DECISION MAKING
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberSciote, James J.
dc.contributor.committeememberMoore, John V., III
dc.contributor.committeememberBhan, Amrita
dc.description.departmentOral Biology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/296
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeM.S.
dc.identifier.proqst14185
dc.date.updated2020-08-18T19:05:31Z
refterms.dateFOA2020-08-25T19:59:40Z
dc.identifier.filenameTarazi_temple_0225M_14185.pdf


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