Assessment to Failure Identification: Evaluation of Material Preparedness in Preclinical Dentistry Teaching
DOI:
https://doi.org/10.71448/jme4660Keywords:
dental materials science, preclinical dentistry, course record, material readiness, assessment evidence, psychomotor learning, failure recognitionAbstract
The science of dental materials is a translational preclinical discipline where students should be able to link setting reactions, mechanical performance, adhesion, dimensional stability, manipulation factors, and laboratory processing to future restorative and prosthodontic decision making. In a course, material types and assessment modes may be provided without indicating that they can provide visible evidence for material-readiness. How can the recorded Year 2 course on dental materials science demonstrate visible material readiness evidence from its four modules, three practicals, assessment modes, and risk-curriculum records? Course record analysis was done based on the published curriculum map of the Bachelor of Dental Surgery (Malaysia) course on dental materials science. The course record had four modules, 25 lectures, three practicals, two active course learning outcomes, cognitive C1-C2 and psychomotor P4 levels, an 82% cognitive and 18% psychomotor composition, and a 40% continuous assessment and 60% final examination format. The analysis included course item record generation, practice-proximal reading, threshold task elicitation, failure mode anchoring, micro evidence record generation, and low burden digital validation. Twenty-six visible items in the course record created six material readiness bands: property-consequence explanation, reliability of record and working models, restorative interface choice, prosthodontic support material judgment, metallic laboratory artifact control, and manipulation readiness. Available multiple choice questions, short answer questions, objective structured practical assessment, laboratory practical assessment, seminar, assignment, viva voce, and final written examination modes were sufficient to place evidence objects in the course if each was linked to a named learner action. The recorded course is capable of generating material readiness evidence without altering its modules and assessment weightings: material readiness appears if every module generates an explanation, correction, justification, and/or handling record.
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