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توسعه آموزش در علوم پزشکی، جلد ۱۷، شماره ۵۳، صفحات ۰-۰
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| عنوان فارسی |
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| چکیده فارسی مقاله |
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| کلیدواژه‌های فارسی مقاله |
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| عنوان انگلیسی |
Examining dental students' performance in multiple-choice questions and pre-clinical practical exams in fixed prosthodontics: gender differences, stress, and confidence |
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| چکیده انگلیسی مقاله |
Background & Objective: This study aimed to assess second-year dental students' performance in fixed prosthodontics MCQs and pre-clinical practical exams, investigate correlations and gender differences, and examine the effects of stress and confidence on exam outcomes. Materials & Methods: A quasi-experimental study was conducted involving 495 second-year dental students from one dental faculty. The participants were selected through convenience sampling. MCQs and pre-clinical practical exams in fixed prosthodontics were administered to assess the students' performance. Students' scores on MCQs and pre-clinical practical exams were collected, analyzed, and compared using descriptive statistics, t-tests, and Pearson's correlation. A gender-balanced sub-set of 176 students (88 males and 88 females) was randomly selected using SPSS to analyze gender differences in performance and the relationships between stress, confidence, and performance. Results: The students' performance in both MCQs and pre-clinical practical exams showed no significant difference (p>0.001). However, females performed slightly better in MCQs, while males performed marginally better in the pre-clinical practical exams. No statistically significant difference was found between male and female students' performance in both assessments (p>0.05). Stress levels were found to significantly affect performance in the preclinical practical exam (r=0.34, p=0.001), while confidence was more closely linked to good performance in the MCQ exam (r=0.41, p< 0.0001). Conclusion: The study revealed no significant difference between MCQs and pre-clinical practical exams for assessing dental students' performance in fixed prosthodontics. Gender differences were observed, but not statistically significant. Both assessment methods have their strengths and weaknesses, and understanding the impact of stress and confidence on exam performance can help educators design fair and unbiased assessments. Dental faculties should consider these factors when developing targeted support strategies to help students manage stress and build confidence. Further studies should investigate the impact of teaching methods and validation of assessment tools to enhance the learning experience for dental students. |
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| کلیدواژه‌های انگلیسی مقاله |
Clinical Competence, Dental, Education, Self Efficacy, Stress. |
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| نویسندگان مقاله |
| Seham Elsawaay
University of Triploi
| Ahmed Mhanni
University of Triploi
| Abubaker Qutieshat
Oman Dental College
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| نشانی اینترنتی |
http://zums.ac.ir/edujournal/browse.php?a_code=A-12-2046-1&slc_lang=en&sid=1 |
| فایل مقاله |
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| کد مقاله (doi) |
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| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
آموزش پزشکی |
| نوع مقاله منتشر شده |
پژوهشی اصیل |
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