{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,9]],"date-time":"2026-09-09T11:50:19Z","timestamp":1788954619305,"version":"build-2803163510"},"reference-count":29,"publisher":"Wiley","issue":"7","license":[{"start":{"date-parts":[[2024,3,27]],"date-time":"2024-03-27T00:00:00Z","timestamp":1711497600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Journal of Dental Education"],"published-print":{"date-parts":[[2024,7]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Purpose<\/jats:title><jats:p>The present study aims to evaluate students' perceptions of different types of written assessment within the context of dental materials science and to identify how various learning styles exhibited by dental students, as well as gender and ethnicity, may influence their perceptions of these assessment methods.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>The study was conducted among second\u2010year dental students in a dental materials science class, during which students participated in a mock assessment that included extended matching questions (EMQs) and single correct answer (SCA) questions. An online questionnaire comprising three sections: demographic information, Honey and Mumford's Learning Styles Questionnaire, and 15 closed\u2010ended questionnaire items employing a 5\u2010point Likert scale were administered to assess students' perceptions of the assessment methods. Statistical analyses were conducted using the Kruskal\u2010Wallis test, Mann\u2010Whitney U test, and a post\u2010hoc Bonferroni test.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>All 70 students participated in the study with the majority being female, Chinese, and activist learners. Median total scores among various learning styles, gender, and ethnicity did not exhibit significant differences. Analysis of individual questionnaire items revealed mixed perceptions regarding EMQs. Reflectors generally held more positive perceptions of EMQs, while theorists showed the lowest total median scores toward EMQs. Most students did not prefer EMQs over SCAs, and some students expressed confusion about EMQs, especially those with a theorist learning style.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>Although students generally showed good perceptions towards these assessment methods, further research is needed to better understand the interplay of learning styles, assessment preferences, and educational outcomes in dental education.<\/jats:p><\/jats:sec>","DOI":"10.1002\/jdd.13526","type":"journal-article","created":{"date-parts":[[2024,3,27]],"date-time":"2024-03-27T07:12:52Z","timestamp":1711523572000},"page":"949-956","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Navigating the assessment landscape: Dental students' perceptions of extended\u2010matching questions versus single\u2010correct answers"],"prefix":"10.1002","volume":"88","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3996-5470","authenticated-orcid":false,"given":"Galvin Sim Siang","family":"Lin","sequence":"first","affiliation":[{"name":"Department of Restorative Dentistry Kulliyyah of Dentistry International Islamic University Malaysia  Kuantan Malaysia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hasnah","family":"Hashim","sequence":"additional","affiliation":[{"name":"Department of Dental Public Health Faculty of Dentistry Asian Institute of Medicine, Science and Technology University  Bedong Malaysia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,3,27]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.3109\/0142159X.2011.551559"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/eje.12343"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1002\/j.0022-0337.2008.72.12.tb04620.x"},{"key":"e_1_2_8_5_1","doi-asserted-by":"crossref","unstructured":"JollyB DaltonMJ.Written assessment. 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