Student Self-Assessment and Faculty Evaluation in Dental Education: A Cross-Sectional Study

Abstract

Background: Student self-assessment is emphasized in dental education because it promotes reflective practice, self-regulated learning, and clinical competence. However, its educational value depends on students’ engagement and faculty members’ consistent use of self-assessment in feedback and evaluation. Materials and Methods: This cross-sectional survey assessed perceptions and practices related to self-assessment among 108 dental students and 46 faculty members. Structured questionnaires collected demographic data, student self-assessment practices, faculty attention to self-assessment forms, perceived influence on final evaluation, and student-reported barriers. Data were analyzed descriptively using frequencies and percentages.Results: Among students, 31 (28.7%) reported always completing self-assessment forms, 58 (53.7%) completed them frequently, and 19 (17.6%) completed them rarely. Among faculty members, 18 (39.1%) always paid attention to students’ self-assessment forms, 11 (23.9%) frequently did so, 12 (26.1%) occasionally did so, and five (10.9%) rarely did so. Sixty students (55.6%) and 19 faculty members (41.3%) agreed or strongly agreed that self-assessment influenced final evaluation. The most frequently reported barrier was lack of time, reported by 34 students (31.5%). Conclusions: Self-assessment was commonly used and generally valued, but implementation was inconsistent. Lack of time and uncertainty regarding faculty consideration were important barriers. Clearer integration into clinical assessment is recommended.