Non-traditional learners in higher education: comparison of a traditional MCQ examination with concept mapping to assess learning in a dental radiological science course

The aim of this study is to argue for alternative assessment methods (i.e. concept map) considering the changes in demography in higher education. In the case of school of dentistry, for example, there is an urgent call for a catalyst for new assessment methods in dental education in view of the drive to comprehensively assess professional competence to cater to the current work requirement; this quantitative study compared two different approaches to assessment following a first-year undergraduate course for dental and hygiene and therapy students. The assessment methods compared were multiple-choice questions and concept mapping. The data suggest that concept mapping can be appropriate for non-traditional students (i.e. adult learners), particularly those who already have professional experience in related practice. This is because concept mapping allows learners to locate their new knowledge in a broader social and experiential frame. The implications are discussed.