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Biomedical subjects

D W Chambers

Publications and source records attributed to D W Chambers.

At least 19 recordsLinked to original sources
PubMed1992

The continuing education business.

The success and potential of school-based continuing dental education programs has been limited because they are based on an inappropriate model. The information needs of practicing professionals are quite different from the needs of students preparing for licensure. This article describes four purposes served by information: (a) education, (b) certification, (c) network building, and (d) decision support. Dental education focuses on the first two while a broader view with emphasis on the latter two is appropriate for continuing education. The business of educating professionals is different from the business of educating candidates for the profession. An alternative conception of continuing dental education is presented based on the needs of its clients.

Certification↗
PubMed1992

The search for a profile of aptitudes that characterize dentists.

This article is a reinterpretation of an unsuccessful attempt to develop a standard battery of aptitude measures to distinguish practicing dentists. Of 22 potential predictors used by a firm specializing in aptitude testing and career counseling, the national sample of 116 dentists tested showed few differences from the norm group, and some differences were counterintuitive. For example dentists performed no better than the norm on spatial visualization and worse than the norm on several measures of language skill and on finger dexterity. Based on these findings, this paper argues that a broad conceptualization is required when attempting to characterize the aptitudes necessary to complete dental education and to maintain a dental practice. The apparent inconsistency between these findings and successful prediction of performance in laboratory courses using available admissions instruments is explained.

Aptitude↗
PubMed1988

How good is my test?

Instructors must appraise the quality of their examinations, laboratory ratings, and any other test data upon which grade decisions are made. The basic concepts of test theory are reviewed to provide some support for making these appraisals. Four types of validity are discussed. The concept of reliability is presented along with a summary of various reliability coefficients and limitations on the interpretation of reliability. Practical suggestions are offered for instructors seeking to gauge the quality of their tests. The use of the standard error of measurement for estimating the likelihood of misgrading a student is demonstrated.

Education, Dental↗
PubMed1988

How good are my grades?

Currently no index exists for quantifying the grading effectiveness of tests or evaluation systems. The existing literature in educational measurement is suggestive of solutions; however, many of the techniques are only applicable in special cases and the theoretical and computational foundations are difficult. An alternative, the Qa statistic, is proposed. This statistic is the estimated proportion of correctly graded students. It is an extension of the standard error of measurement and takes into account student observed scores, reliability of available score data, and instructor-determined grade cutoffs. A one-page, computer-generated Qa report is analyzed and implications for its use are discussed. Data are presented from a sample of 60 grading situations showing that increased testing produces small marginal increases in proportion of correctly graded students.

Education, Dental↗