Use of Peer Assessment in Tooth Extraction Competency

Introduction: Peer assessment is a widely recognized practice in higher education and is being increasingly utilized in health care education. It offers multiple advantages and may play a useful role in enhancing students’ learning experience. This study was carried out to evaluate the validity of peer-assessment in tooth extraction competency in simulated dental learning environment (SDLE). Method: Year 2 dental students were invited to participate in a formative, peer assessment exercise on forceps tooth extraction in SDLE. The ratings made by peers in the formative assessment were compared to the ratings made by academic supervisors in an equivalent summative assessment carried out the following week. Results: 55 students participated in both assessments. The non-parametric Wiclcoxon signed rank test showed that the ratings given by peers were not significantly different to the ratings given by supervisors. Cohen's Kappa was calculated to provide a measure of inter-rater reliability. The results show little agreement between the ratings of peers and supervisors. Finally, feedback from the participants showed unanimously positive perceptions about the peer assessment experience and the participants expressed the desire for incorporating peer assessment in other competencies. Conclusions: This study shows mixed results with regards to the validity of the peer assessment. Given the potential utility of peer assessment as a tool to augment and enrich students’ learning experience, further work needs to be done to evaluate the use of peer assessment in operative competencies in dentistry.