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University of Florida College of Dentistry Course Debriefing Summary

DEN 6415C, Preclinical Fixed Prosthodontics 2 June 9, 2015

Present: J. Allore, D. Weaver, M. Mona, L. Arenas, S. Zacharia, C. Cadavid, M. Palmer, M. Davidson, T. El-Kerdani, G. Childs, E. Echeto, W. Willis Debriefing Purpose: Course evaluation performance Review of course evaluation: respondents: 17, Mean range 2.3-4.3. Question 10, overall score = 2.7 Syllabus:

• Include best methods for student/faculty communication.

Course content: • Students felt the integrated of restoration of endodontically treated teeth/post and core

material was a helpful and sequenced where it could be applied. Students also commented this was helpful in preparing them for clinical patient care in clinics.

Course materials: • Dr. El-Kerdani and students felt the E4D’s learning curve for both faculty and students

took away from time for other projects.

Teaching Methods: • Students appreciated the review of critical psychomotor errors Dr. El-Kerdani shared

from the previous class’s projects and exams prior to psychomotor exams. • Students appreciated that after the psychomotor exams they were required to correct

errors from exams and get feedback from faculty. • Students felt it was helpful to receive grade feedback for daily projects. • Students felt that writing questions for a graded didactic project, which were revised by

the course director and later used as test items in the midterm and final exam, helped them learn the material.

Laboratory:

• Students felt the E4D introduction was valuable but suggested the groups be smaller. • One student expressed appreciation that Dr. El-Kerdani made it a point to work with each

student in the lab and provide feedback.

Evaluation: • The grading for psychomotors and daily projects was fair. • The early quizzes seemed very long for the time allotted. However, the quizzes did assist

students in preparing for the exams. • Students appreciated the two small group question sessions to review exam questions

(though attendance was low) and the one full class review session prior to the final exam. • Students felt the first exam was difficult. Dr. El-Kerdani reported that item analysis in

evalsuite for the 65 questions in the exam, showed that the exam had 33 questions (52%) with a difficulty index of 80 to 100% (easy) and 32 questions (48%) from 40 to 80% (moderate).

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• Some students felt Dr. El-Kerdani didn’t give enough feedback to students’ exam comments. Dr. Winter was given as a best example. He addresses student comments directly in class, in a timely manner which students appreciate.

• Students appreciated re-take psychomotor exams. It facilitated practice and reduced stress.

• Students felt the 4 item true/false question format was over represented on the midterm and final based on the fact that students reported a maximum of two on the NBDE Part I.

Overall: • There was expressed concern that students did not feel they were being heard when trying

to discuss and/or reason out a concept they did not understand. Dr. El-Kerdani had an informal meeting with the class officers and the office of education early in the semester, to try to improve methods of communication.

• Students reported that most of the negative comments in the evaluation came from a small group of students and did not accurately reflect the general opinion of the class about the course. However, one student shared that because of the comments generated by these students the class felt they were treated as they were “type cast”.

• Dr. Willis suggested stablishing communication parameters at the beginning of the course.

• Dr. Echeto inquired about ways to increase student feedback/response rates on faculty and course evaluations. Students reported low participation at the end of this semester 5 was due to preparation of NDBE Part I.

• Dr. Echeto suggested exam question clarification be done with the entire class.

Summary of Recommendations: • Establishing communication parameters at the beginning of the course and documented

in the syllabus to avoid over or condescending communication issues. These parameters may include use of the class officers in fielding major concerns, sending timely email or announcements to the entire class, using end of class time to review clarification of concepts and demonstration of courteous personal verbal and non-verbal interpersonal skills.

• Divide the E4D groups into even smaller groups and/or the rotation groups or add more supervising faculty.

• Consider fewer four item true/false exam items. No further changes were suggested in the course content, laboratory exercises and teaching methods.