engleski

Teaching Quality Improvement Through Implementation of ICT in Dental Education

The statistical difference determined by ANOVA demonstrated that assistant No. 3 had awarded higher mentor points to the students that she or he evaluated. The reason for that result might be that students who chose her or him as a mentor were better candidates or that she or he might have been awarded points uncritically. To determine the accurate cause of this event an additional analysis of the relevant coefficients was performed individually on each of the assistants. Correspondingly a group of the students that chose the assistant No. 1 did better on the clinical skills evaluation. Clinical skills points are awarded by a structured and objective protocol and were given by the assistant No. 3. Chances for non-objective grading were minimal because of the small differences that were concluded to be more of a coincidental nature. Statistical analysis of all parameters would be impossible to do without the IT support in the actual educational process. This research had proved that such analysis was a very sophisticated tool for the evaluation of both the student’ and teacher’ involvement in the educational process itself.

Quality improvement; Dental education; ICT in education

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