Presentation for Students by Cynthia Biron Leiseca, RDH, EMT, MA - - PowerPoint PPT Presentation

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Oct 27, 2022 18 likes •229 views

Presentation for Students by Cynthia Biron Leiseca, RDH, EMT, MA History of TalEval Originated in 1990 by Cynthia Biron Leiseca, who at the time was the second year clinic coordinator at New Hampshire Technical Institute. It was then

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Presentation for Students

by Cynthia Biron Leiseca, RDH, EMT, MA

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History of TalEval

 Originated in 1990 by Cynthia Biron Leiseca, who at the time

was the second year clinic coordinator at New Hampshire Technical Institute. It was then called the Dental Hygiene Process of Care Evaluation and in paper format.

 Rationale:

 Keep faculty on task with focusing on individual student clinical skills

without having the subjective opportunity to fail or pass students based on their subjective opinion.

 To provide students with a genuine assessment of their clinical

strengths and areas in need of improvement.

 To track faculty performance and calibration  To use the results to make changes to the curriculum to improve the

clinical learning experience for students.

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In 1993, Mrs. Leiseca became the Dental Hygiene Chairperson at Tallahassee Community College This was the paper grade form presented to the faculty at TCC Mathematical computations were done manually for years. In 2006, the grading system was converted to a computerized version by America;s Software and renamed : TalEval The computerized version was beta tested for two years and then sold to

ther schools in 2008.

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TalEval Benefits

 Objective grading format  Patient treatment tracking  Conducts surveys  Paperless  Web based  Reports generated:

 Learning outcomes  Total class performance per skill  Individual student performance per skill  Progression of skill development per class and per student  Instructor performance and calibration

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American Dental Association

 Commission on Dental Accreditation

 Standards requiring faculty to report evidence of:

 Student performance in classes, boards, employment after

graduation

 Patient Treatment

 Quality Assurance in Patient Care

 Ethics & Professionalism  Curriculum changes based on findings from grading, board

performances, surveys from students, patients, and employers

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American Dental Association

 Protects the public – Serves the Greater Good  They are the gatekeepers to the profession  They set standards and hold DH Programs to them

 Graduates must be clinically safe , competent and

ethical

 It is the faculty’s responsibility to safeguard the public  TalEval is a tool to help them meet that responsibility

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 Instructor does not know the weight of error found at

the time of the grading. They must call it as they see it.

 Evaluates skills over a variety of patient types for

specific timeframe (DH)

 Allows students to have a bad day without a major

set back to their clinic grade.

 Points gained from patient treatment offset points

lost from errors.

Objective Grading Method

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Most of the data comes from this Grade Entry

Header. It must be completely filled out

correctly.

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A screen shot of the radio button grading form

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Instructor Comments Documented

A running report of written feedback given to students by faculty is kept on file

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Students get points every time they perform a debridement when the Calc/Perio skill class is entered in the header . Clinical requirements must get more demanding as the student progresses through the curriculum. Therefore, less points are given per patient class treated at each interval of the clinical education

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Example of grades of a class weeks before graduation Note that most students made few errors even though they had high patient points

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Master Summative Grade Grid

Allows faculty to view total class performance as well as individual student performance

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Example of class grade spreadsheet for 6 weeks Students with the greatest calc/perio points (patient points) and least errors score the highest.

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Names hidden

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Progression of Skill Development

As the students progress through the clinical education they make less errors in each skill

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Progression of Skill Development

As the students progress through the clinical education they make less errors in each skill

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As the students progress through the clinical education they make less errors in each skill

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