Assessing and Improving Removable Partial Denture Learning Outcome by Using Proficiency Tests Results

Background: Feedback of the weak areas of knowledge in RPD using continuous competency or other test forms is very essential to develop the student knowledge and the syllabus as well. This act should be a regular practice. Aim: To use the outcome of competency test and the objectives structured clinical examination of removable partial denture as a reliable measure to provide a continuous feedback to the teaching system. Method: This sectional study was performed on sixty eight, fifth year students for the period from 2009 to 2010. The experiment was divided into two parts: continuous assessment and the final examination. In the first essay; some basic removable partial denture knowledge, surveying technique, and designing of the metal framework were used to estimate the learning outcome. While in the second essay, some components of the objectives structured clinical examination were compared to the competency test to see the difference in learning outcome. Results: The students’ performance was improved in the final assessment just in some aspects of removable partial denture. However, for the surveying, the students faced some problems. Conclusion: the continuous and final tests can provide a simple tool to advice the teachers for more effective teaching of the RPD. So that the weakness in specific aspects of the RPD syllabus can be detected and corrected continuously from the beginning, during and at the end of the course.