Improving student learning in root canal treatment using self-assessment

Aim This paper reports the first attempts to implement a new course in endo dontology for undergraduate dental students based upon independent. reflect ive learning and self- assessment, Methodology The responses were analysed of two successive cohorts of third- year students to laboratory courses in (i) the restoration of teeth with cr owns and (ii) endodontology and root canal treatment. The major changes int roduced to the endodontology course were a substantial reduction in the num ber of formal lectures, the introduction of a series of structured tutorial s, time for private study and the use of self-assessment in practical class es. Results The evidence indicates that the new approach increased student conf idence in practical skills, although the time available for operative pract ice was actually reduced: there was a perceived increase in problem-solving ability; and that students felt encouraged to pursue greater understanding . Reports from tutors suggested that students' self-assessments became more accurate as the courses proceeded. Seven experiential learning points were derived from the study, These included the importance of careful planning, well-designed assessment procedures and the creation of a climate of trust and openness. Conclusions The task of developing fully the students' skills of accurate s elf-assessment remains a challenge.