Document Type

Article

Publication Date

6-2026

Publisher

American Dental Education Association

Source Publication

Journal of Dental Education

Source ISSN

0022-0337

Abstract

Dental education relies heavily on high-stake assessments and feedback [1]. This pilot draws on the “testing effect,” a cognitive phenomenon in which the provision of post-assessment feedback enhances long-term knowledge retention and performance on a subsequent assessment [2]. One mechanism for eliciting the testing effect is through delayed feedback wherein students receive information about their errors along with correct responses following completion of an exam [2, 3]. This assessment model that incorporates delayed feedback between an initial test and a retest has positively correlated to improved student learning outcomes in medical education [4]. However, when medical education studies have been replicated in dental school didactic courses, inconsistent results were observed [5]. In this pilot, we propose to test the feasibility of implementing a test/retest model in which students first complete a summative exam, review errors via delayed feedback, and subsequently have the option to retake the exam (Attempt #2). We assessed students' performance and perceived experience with our test/retest model. In addition, considering the prevalence of high-stake assessments in dental education and the high anxiety levels among dental students [6, 7], we assessed the impact of our two-exam approach with delayed feedback on a cohort of first-year dental students' test anxiety during the test/retest process.

Comments

Accepted version. Journal of Dental Education, Vol. 90, No. S1 (June 2026): S116-S118. DOI. © 2025 American Dental Education Association. Used with permission.

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