Experiencias de profesores y estudiantes en el proceso de evaluación del aprendizaje de endodoncia a la luz del modelo basado en competencias: una revisión de alcance
Thesis
Introduction. Assessment is crucial to determine the achievement of student learning outcomes in dental education. In dental education in clinical practice settings, it requires its own tools, especially when the process is conceptualized from a competency-based model. However, little is known about what is being researched in this field, specifically about how students and teachers experience the process. Objective. To describe research on the assessment of endodontic learning based on the competency-based model. Method. Scoping review of the primary literature based on the Arksey and O'Malley model and the PRISMA extension. Studies in English and Spanish published between 1997 and 2022 involving dental students or professors and their experiences were included. PubMed®, Scopus®, Embase® and Web Of Science® were searched. One researcher reviewed the literature, extracted data and analyzed the identified studies. Results: In total, 14 articles met the inclusion criteria. Most of them used qualitative methodologies focused on questionnaires to investigate students' and teachers' perceptions of assessment. The studies highlight the importance of investigating not only the outcome of assessment, but also its processes and experiences. Most of the studies mention that students feel less confident when complex procedures are performed during assessment and when these procedures have been performed only a few times. Conclusions. Studies on competency-based assessment in endodontics should develop qualitative methodologies that help to explore students' and teachers' perceptions in greater depth. Considering outcomes, processes and experiences helps to comprehensively assess and execute the assessment of endodontic learning. Keywords. Educational Measurement; Assessment; Endodontics; Dental Students.
