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 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.
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 other schools in 2008.
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
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
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
Objective Grading Method 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.
Most of the data comes from this Grade Entry Header. It must be completely filled out correctly.
A screen shot of the radio button grading form
A running report of written feedback given to students by faculty is kept on file Instructor Comments Documented
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
Example of grades of a class weeks before graduation Note that most students made few errors even though they had high patient points
Master Summative Grade Grid Allows faculty to view total class performance as well as individual student performance
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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Progression of Skill Development As the students progress through the clinical education they make less errors in each skill
Progression of Skill Development As the students progress through the clinical education they make less errors in each skill
As the students progress through the clinical education they make less errors in each skill
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