The psychometric characteristics of the item groups from the Oral Pathology exam can be seen in the dental hygiene curriculum.

In partnership with dentists, dental hygienists support people and communities in keeping and improving oral hygiene. The Commission on Dental Accreditation (CODA) dental hygiene instructional standards enable biomedical science teaching to help students comprehend the basics of biological values. Pathology class time hours can be divided into general pathology and oral pathology terms, per the CODA standards. For the purposes of the general anatomy content fields, disease mechanisms and structural and functional changes are topics of interest.


Cohort question participation: This research involved 1033 MCQs (with four answers) in twenty exams addressing various topics in oral pathology in the fall semesters of 2015–2019. The number of exam takers in each exam in 2015, 2016, 2017, and 2018 were 30, 27, 19, and 20, respectively.

The MCQ tests is administered using ExamSoft Worldwide tools (ExamSoft Worldwide, Dallas, TX, USA). One query per screen was posed. To help the test takers succeed, they were permitted one hour to finish the exam, in which they could proceed to the next topic, revisit prior questions, and make changes to their answers if they saw fit. The exam takers submitted the exam after completion, and then uploaded the exam file to the ExamSoft database. In the exam results sheet, every question’s data was collected, and each test-raw taker’s score was calculated based on the total amount of correct answers, the percentage of correct responses, and a pre-defined letter grade scale. In ExamSoft, KR-20 (Kuder–Richardson Formula) was used to test the internal accuracy and reliability of each exam. In addition to providing comprehensive coverage of all dichotomous problems, it determines the percentage of exam takers who correctly answered each dichotomous question. Each item was recorded in ExamSoft’s statistical report as DI, Disc-I, and point biserial.

Data analysis: For each of the four years, the mean Disc-I, point biserial, and DI were determined. One-way ANOVA and Tukey’s post hoc study were used to compare the DI, Disc-I, and point biserial scores’ A p-value of less than 0.05 was taken to indicate that the results were meaningful. In order to give students a letter grade for the exam dependent on the total grades of all four exams at the end of the course, an absolute scoring scheme was used in which students’ results are multiplied by 90 to 100 points for an A, by 80 to 89 points for a B, by 70 to 79 points for a C, and by a grade of F for results under 69.

It highlights the etiology of oral diseases and includes a structural anatomy to explain their host reactions. In the past, dental hygiene education was given by an instructor who lectured to students when performing in the clinic. Images, conversations led by students, and valuable teaching tools, such as multimedia activities, are also part of the mix of learning resources that teachers will use to complement lectures today. This takes charge of the information transfer and acquisition, making the students prepared to grasp and interact with oral healthcare. In order to measure how much students are studying, instructors also use multiple choice questions (MCQs) that assess cognitive competencies. Feedback on learning and teaching processes is an essential component of an instructional design method, which aids in evaluating and improving the entire process. The number of studies focusing on general and oral pathology teaching is few because there are very few instances of both students and instructors reporting back on the educational outcomes. To provide students input on their learning and teaching processes, several approaches are used including usage of multiple-choice assessments. In item review, students’ answers to specific test items are studied. The DI is a statistic and it is based on the percentage of students who got the right response. The Disc-I, or point biserial correlation, is a tool that analyses average school performance of students who did well or badly on an item. Thus, the discriminating measures examine how a single item’s performance relates to the entire score.

Citation : Overman, P.; Gurenlian, J.; Kass, S.; Shepard, K.; Steinbach, P.; Stolberg, R. Transforming Dental Hygiene Education: New Curricular Domains and Models. In Proceedings of the American Dental Hygiene Association Annual Meeting, Las Vegas, NV, USA, 19 June 2014. [Google Scholar]

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