Improving evaluation of dentistry students in an oral surgery and implantology subject: The PIETA rubric

Abstract

Introduction: The objectives were to design an online rubric for fourth-year Dentistry students in the subject of Clinical Oral Surgery and Implantology and to compare the results with the grades of the written exam. Material and methods: A general rubric (PIETA) was designed and started in the academic year 2022-2023, and was tested in 2023-2024. The PIETA rubric evaluated punctuality and interest, assessed with a reflective diary (PI component) and empathy, technique and autonomy (ETA component). Teachers only marked the rubric when a change was perceived, either as improvement or worsening, to avoid repetitive feedback. Final assessment of the clinical work was carried out with the last score of the rubric to enhance student engagement. Evolution of ETA scores at 3 time points (initial, intermediate and final sessions) was analysed with a generalised estimating function (GEE). Rubric scores and written exam grades were correlated with Pearson's correlation. Results: The PIETA rubric was used by 10 clinical assistants to assess 102 students in 2023-2024. The mean number of procedures evaluated was 77.3 (standard deviation [SD] = 37.0) per assistant and 7.6 (SD = 2.5) per student. The PI and ETA components showed a significant positive correlation. The ETA score significantly increased from the first to the last session (p < 0.001). While the PI component did not correlate with the written exam grades, the ETA component showed a significant positive correlation with the outcomes of the written exam in both academic years. Conclusions: The PIETA rubric is easy to use, improves transparency, reduces student complaints of unfair evaluation, and provides immediate feedback after clinical practice. The devil is in the details: feedback and frequency of evaluations should be monitored regularly.