Cross-cultural adaptation and validation of Malay version of Rapid Estimate of Adult Literacy in Dentistry (MREALD-30) among Orang Asli population in Malaysia.

BACKGROUND: The aim of this study was to adapt, translate and validate the Rapid Estimate of Adult Literacy in Dentistry (MREALD-30) instrument for the Orang Asli population in Malaysia. METHODS: After translation and cross-cultural adaptation, interviews were conducted with 326 participants of the Temuan tribe from village Kampung Tering in Johol, Negeri Sembilan, Malaysia. The instrument's validity was assessed using the scores of MREALD-30, which were compared based on occupation, monthly household income, educational attainment, general literacy, use of dental services, and three dental outcomes. A questionnaire containing socio-behavioral information and validated Malay Oral Health Impact Profile (M-OHIP-14) was also administered. The reliability of the MREALD-30 was assessed by re-administering it to 30 subjects after two weeks. Its correlations evaluated convergent and discriminative validity of MREALD-30 with the level of education and dental visiting habits, monthly household income, respectively. Predictive validity was assessed with M-OHIP-14, while construct validity was evaluated by exploratory factor analysis using the Rasch model. RESULTS: The internal consistency of the MREALD-30 measured by Cronbach's alpha was 0.89. The test-retest reliability was excellent (ICC 0.95, k = 0.85). MREALD-30 exhibited good construct validity. Rasch analysis showed two factors, and infit mean-square statistics for MREALD-30 were all within the desired range of 0.50-2.0. The discriminant validity and predictive validity were statistically significant (p < 0.05). CONCLUSIONS: MREALD-30 showed very strong reliability, good construct, discriminant, and predictive validity, but poor convergent validity. Overall, it showed good psychometric properties and can be used in these community settings.

Balancing assessment of depth and breadth in the dental curriculum: A bi-dimensional assessment strategy.

INTRODUCTION: Integrated curricula are being increasingly adopted in health professions, owing to their advantages including patient-centred training and development of critical thinking. Similarly, the majority of dental Universities have either moved away from discipline-specific towards integrated curricula or have incorporated elements of integration. Despite several advantages offered by the integrated curriculum, one disadvantage is failure to assess depth of knowledge. Assessing the depth of knowledge is a characteristic of discipline-specific curriculum. This commentary describes the inclusion of both discipline-based and integrated assessments at Faculty of Dentistry, SEGi University, Malaysia. MATERIAL AND METHODS: Module tests (discipline-based assessments) comprising of discipline specific questions are conducted at the end of every term, mimicking the traditional discipline-specific assessment. Questions in the module tests are intended to assess the depth of knowledge of students. Mid semester examinations are conducted at the end of the semester, mimicking the integrated assessment. Integrated questions are intended to test the breadth of knowledge of students. RESULTS: Lecturers and students felt introduction of module tests, helped them to prepare for topics in a phased manner and better answer questions posed by lecturers during case discussions and clinical presentations. The 'borderline distinction' students felt that studying for module tests provided them with the depth of knowledge essential to answer questions during viva voce. DISCUSSION: Including both the traditional and integrated methods of assessments would engage students in a learning experience developing their breadth and depth of knowledge. Further prospective research is essential to assess the impact of this assessment strategy.