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Examining dental students' performance in multiple-choice questions and pre-clinical practical exams in fixed prosthodontics: Gender differences, stress, and confidence
Dr Seham Elsawaay, Dr Ahmed Mhanni, Dr Abubaker Qutieshat,
Volume 17, Issue 53 (4-2024)
Abstract
Background & Objective: In dental education, understanding optimal assessment methods and factors like stress and confidence is essential. This research assessed second-year dental students' performance in fixed prosthodontics using multiple-choice questions (MCQs) and pre-clinical practical exams, examining impacts of gender, stress, and confidence.
Materials & Methods: Using a quasi-experimental design, 495 students from a single faculty underwent assessment. Selected via convenience sampling, they were exposed to MCQs and practical exams in fixed prosthodontics. An expert-reviewed questionnaire gauged their stress and confidence. Data was analyzed using descriptive statistics, t-tests, and Pearson's correlation. Additionally, a balanced sub-set of 176 students (88 males and 88 females) was chosen for gender-based analysis.
Results: Findings indicate statistical parity between MCQ and practical exam performances (p>0.001). Females slightly outperformed in MCQs, while males excelled in practicals, without reaching statistical significance (p>0.05). Stress correlated with practical exam outcomes (r=0.34, p=0.001), and confidence with MCQ scores (r=0.41, p<0.0001).
Conclusion: The research underscores near-equivalence of MCQs and practical exams for student assessments in fixed prosthodontics. Recognizing the roles of stress and confidence in assessments offers insights for balanced evaluations. Dental faculties should integrate these findings, and future work should pivot towards tool validations for enriched learning.

Students' insights on the objective structured practical examination as an assessment tool for undergraduates
Dr. Faiza Ismail, Dr. Safia Habib, Dr. Yogendra Singh, Dr. Istiaque Ahmed, Dr. Shagufta Moin,
Volume 18, Issue 2 (7-2025)
Abstract
Background & Objective: The Objective Structured Practical Examination (OSPE) is mandatory for undergraduate and postgraduate medical examinations. This is an important component of formative and summative examinations proposed by the National Medical Council, India. OSPE helps evaluate the practical skills of the students in real-time settings. This approach is an innovative method for evaluating and delivering medical education. Moreover, it helps to bring objectivity to the evaluation process. Most studies identify the OSPE as a tailored technique for assessing performance in a realistic educational setting. However, understanding students' perspectives is now a critical need. OSPE relies on a predetermined checklist, which effectively reduces examiner bias. To fully utilize its potential, it is necessary to bridge the current knowledge gap regarding students' perspectives toward the conduct of OSPE. The study aims to gain insights into students' viewpoints, which could help refine and enhance OSPE, making it a more effective assessment tool.
Materials & Methods: A cross-sectional study was conducted to identify the characteristics of the respondents. A structured restricted Google questionnaire was given to collect feedback from MBBS phase I students in the 2023 batch at Jawaharlal Nehru Medical College, Aligarh Muslim University, Aligarh, Uttar Pradesh, on various components of the OSPE. Out of 150 students, 132 provided responses. Data analysis was performed using Microsoft Excel Professional Plus 2016 and R Version 4.3.3. The data obtained was analyzed using descriptive statistics, and the frequency distribution was presented in pie charts and percentages. A chi-square test was done, and data was considered significant at p-value ≤ 0.001.
 Results: Out of the 132 students, approximately 31.1% were aware of OSPE beforehand. More than 80% reported that the instructions provided before the OSPE were clear and easy to understand. Around 96% felt that the time allocated for each station was sufficient. Additionally, 76% noted that the instructors' attitudes were more positive during the OSPE than traditional exams. Furthermore, 77.7% believed introducing OSPE would eliminate bias in assessment, and 89.4% felt that OSPE encouraged them to focus more on the practical examination.
Conclusion: Students found OSPE a straightforward, bias-free, and aptitude-based mode of examination. OSPE appears to be a fine tool for assessment. It enhances students' laboratory competence and provides objective scores for the evaluation, making it an extremely viable assessment method.

 

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