This assessment involves roll playing combined

with peer assessment.

Students participate in various roles

Patient/Instructor

Dental Assistant

This informal assessment strategy is designed to

prepare students to work in a team environment.

Practice clinical procedures

Students practice the procedure demonstrated by the instructor.

Students rotate with various partners while practicing the clinical procedure. This improves confidence experience and competency.

Students provide completed checklist with feedback to partner after the completion of each procedure.

Students learn to work with various patients/partners.

Students share their knowledge with partners and acquire new knowledge to share with other partners.

Instructor reviews theory and demonstrates how to apply it to a clinical procedure.

Instructor provides students with a step by step checklist of the procedure.

Instructor observes practice.

Instructor provides both direct and indirect feedback.

Instructor assures safety of all students.

Instructor assists to identify any variances of the normal.

Time Fear of Dental

Personnel

Theory becomes useful in a practical situation.

Techniques are improved through practice.

Students get to know each other and learn to work as a team. Share knowledge- acquire new knowledge-share acquired new knowledge

Students learn to work in the affective domain.

Feedback continually helps clarify information.

Informal assessments lowers stress and anxiety of learning.

Builds confidence.

Procedure checklists are based on requirements

for the formal competency evaluations.

Safety of students are mandatory during all

clinical practice session.

Students will treat partners with care and respect

at all times.

Prepares students for the conduct and standards

required for licensing by the College of Dental

Surgeons of British Columbia

Feedback is continually provided by partners

and occasionally by instructor, providing review

and guidance when needed.

Concepts will be understood both cognitively

and practically.

Provides information on how students work

together to share and expand their knowledge.

Provides information to instructor on muddy

points and where theory needs to be clarified.

The transformation of theory into practical

skills

• Students will recall cognitive knowledge and

applies the theory using their practical skills.

• Students will apply affective domain skills

dealing with a variety of values, emotional

feelings, appreciation, motivation, and attitudes.

• Students will apply psychomotor skills, improve

manual dexterity and manipulation techniques.

Compare checklist results of multiple partners.

The formal performance competency will

compare with the informal checklist

assessments completed by partners.

Content Validity: Content is based on the requirements and expectations by the licensing board.

Predictive Validity: Results of the skills mastered will indicate students future performances.

Construct Validity: Results include problem solving, safety consciousness, and team work.

Process Validity: Skills are practiced until mastered with various partners.

Consequence Validity: Assessments become part of the students learning process. Student apply theory to practical situations.