1
|
Mohamad RMA, Haroun HM, Osman IMA. Academic Advising at the Faculty of Medicine, University of Gezira During 2021-2022. Cureus 2024; 16:e55267. [PMID: 38558709 PMCID: PMC10981539 DOI: 10.7759/cureus.55267] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/25/2024] [Indexed: 04/04/2024] Open
Abstract
Background Since its inception, the Faculty of Medicine at Gezira University has recognized the critical role of academic advising in supporting student success. This commitment translates into a well-established advising system, fully integrated into the academic regulations and subject to continuous evaluation and improvement for maximum effectiveness and relevance. Regular orientation sessions ensure that both faculty and students are equipped to make the most of this valuable resource. However, medical students navigate a demanding path filled with unique challenges that require a robust advising program. While Gezira University has built a strong foundation, it is important to identify potential areas for further development and address any existing barriers that may prevent the system from reaching its full potential. This study was conducted to assess the academic advising program at the Faculty of Medicine, University of Gezira during the academic year 2021-2022. Methodology In this cross-sectional study, self-administered questionnaires were distributed among academic advisors and a sample of students at the Faculty of Medicine, University of Gezira. The advisors' questionnaire inquired about their specialty, experience in teaching and academic advising, and other variables related to advising commitment, satisfaction, and interventions that can improve the advisors' performance. The students' questionnaire inquired about their batches, sex, grade point average, orientation about academic advising, communication with the advisor, satisfaction, and challenges facing the advising process. Results The study enrolled 70 advisors and 502 students. Most advisors were satisfied (65.7%, n = 46). The challenges facing academic advisors included the non-interest of students and inadequate training (68.6%, n = 48), lack of proper settings (65.7%, n = 46), and shortage of faculty members (60%, n = 42). About 52% (n = 261) of the students showed overall satisfaction with the advising service. The most perceived challenges by students were the difficulty of coordinating meetings (71.9%, n = 361), non-interest of the advisors (46%, n = 231), lack of benefit (16.9%, n = 85), and non-orientation of the advisors about academic rules (13.7%, n = 69). Conclusions The main challenges faced by academic advisors were students' lack of interest and inadequate training, lack of appropriate settings, and lack of faculty members, while students' perceived challenges were difficulty in coordinating meetings, advisors' lack of interest, lack of benefit, and advisors' lack of orientation to academic rules. The causes underlying the advisors' and students' dissatisfaction with academic advising should be addressed to increase their satisfaction rates. The reported barriers can be overcome by implementing an advisors' training plan, reducing their workload, using technology, and orienting the students about the importance of academic advising and the benefits they can gain.
Collapse
Affiliation(s)
| | - Huda Mohamed Haroun
- Department of Pediatrics, Faculty of Medicine, University of Gezira, Wad Medani, SDN
| | | |
Collapse
|
2
|
Korkmaz C, Dikicier S, Atay A. Assessment of burnout level among clinical dental students during the COVID-19 pandemic. BMC MEDICAL EDUCATION 2023; 23:767. [PMID: 37833687 PMCID: PMC10576299 DOI: 10.1186/s12909-023-04729-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Accepted: 09/27/2023] [Indexed: 10/15/2023]
Abstract
BACKGROUND The Coronavirus Disease (COVID-19) outbreak has caused especially health workers to face mental and physical problems all over the world. The aim of this study is to evaluate burnout, stress perception and perceived social support levels of clinical (the fourth and fifth year) dental students during the COVID-19 pandemic. METHODS The Sociodemographic Information Form (SIF), Maslach Burnout Inventory (MBI), Sense of Coherence-13 (SoC-13), Perceived Stress Scale-10 (PSS-10), and Multidimensional Scale of Perceived Social Support (MSPSS) were used for data. Questionnaires were answered directly or online by the participants. RESULTS A total of 211 participants, 67.8% were female, 32.2% were male. Of these, 96.2% were aged 20-24 years, 84.4% were nuclear family, 11.8% were extended family, and 3.8% were blended family, and 91.5% were willingly for dentistry choice. Based on the results; the total burnout score indicated moderate burnout (41.99 ± 9.94), the SoC-13 scale indicated a strong sense of coherence (55.24 ± 7.21), the PSS-10 score (22.44 ± 3.44) indicated moderate perceived stress and the MSPSS score (65.92 ± 13.22) indicated high perceived social support. A positive correlation was found between perceived stress and burnout. Based on the personal accomplishment subscale; females, those living in extended family, and those who unwillingly choose dentistry among the clinical dental students had higher intense burnout (p < 0.05). CONCLUSIONS The findings demonstrated that clinical dental students were affected by the emotional stress caused by the COVID-19 pandemic conditions. In the education of dentistry faculties, it would be appropriate to carry out comprehensive studies on adaptation to the changing living conditions with the COVID-19 pandemic and taking the necessary measures for the psychological distress caused by the difficulties experienced.
Collapse
Affiliation(s)
- Cumhur Korkmaz
- Department of Prosthodontics, Hamidiye Faculty of Dentistry, University of Health Sciences, Selimiye mah. Tibbiye cad. No:38, Uskudar, İstanbul, 34668, Turkey.
| | - Sibel Dikicier
- Department of Prosthodontics, Hamidiye Faculty of Dentistry, University of Health Sciences, Selimiye mah. Tibbiye cad. No:38, Uskudar, İstanbul, 34668, Turkey
| | - Arzu Atay
- Department of Prosthodontics, Hamidiye Faculty of Dentistry, University of Health Sciences, Selimiye mah. Tibbiye cad. No:38, Uskudar, İstanbul, 34668, Turkey
| |
Collapse
|
3
|
Perez HL, Sabato E. Student support services: Perceptions and recommendations for the next generation. J Dent Educ 2023; 87:1419-1426. [PMID: 37414091 DOI: 10.1002/jdd.13305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Revised: 04/25/2023] [Accepted: 06/11/2023] [Indexed: 07/08/2023]
Abstract
PURPOSE Student support services/student affairs are central to the student academic experience and success at US and Canadian dental schools. This manuscript evaluates student and administrator perceptions of support services and offers recommendations for best practices in student services in predoctoral dental education to help institutions improve the student experience. METHODS A survey of administrators and dental students found perceptions of student support services vary between these groups. RESULTS Seventeen student services administrators and 263 students started the survey, and 12 administrators and 156 students completed the full survey. Survey comments indicated access to student support services is a concern. Results of the student survey, in conjunction with current literature, were utilized to develop recommendations for dental student support services. CONCLUSION Recommendations for student support services in dental schools include accessibility of student services, and ensuring students have access to support in the domains of wellness, academic support, and peer support as well as implementation of humanistic practices. Wellness supports should include behavioral health services, physical health services, and access to mindfulness interventions. Academic support services should include study skills, time management training, and academic supports such as tutoring. Structured peer support programs should also be implemented. Dental schools should also be mindful of the changing support needs of incoming dental students.
Collapse
Affiliation(s)
- Herminio L Perez
- Department of Restorative Dentistry, Rutgers School of Dental Medicine, Student Affairs, Newark, New Jersey, USA
| | - Emily Sabato
- Department of Community Health, Rutgers School of Dental Medicine, Student Affairs, Newark, New Jersey, USA
| |
Collapse
|
4
|
Sabato E, Perez H, Jiang S. Dental student success: The predictive value of first-year grades. J Dent Educ 2023; 87:669-675. [PMID: 36646656 DOI: 10.1002/jdd.13171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Revised: 11/11/2022] [Accepted: 12/21/2022] [Indexed: 01/18/2023]
Abstract
PURPOSE/OBJECTIVES This study investigates the relationship between first-year grades and cumulative grades at the end of dental school to explore trends in academic performance in the predoctoral dental curriculum. The objective of this research is to provide information to inform student support efforts for predoctoral dental programs. METHODS Academic records for 156 students who completed their first year (D1) of predoctoral dental education in 2015/2016 were reviewed. The analysis reviews outcomes at the end of D1 and the end of the 4-year curriculum. The outcomes of this study are grade point average (GPA) at the end of the 4-year traditional dental school curriculum, grouped as basic science, preclinical, preclinical laboratory, translational, and clinical. Regression analyses were performed for each outcome. A GPA change of 0.5 was employed to demonstrate change, as it represented half a letter grade. RESULT The analysis found first-year grades to be related to 4-year academic outcomes. For example, a 0.5-grade point score increase in the first-year basic science GPA was associated with a 0.503 increase in basic science GPA. However, a 0.5-grade point increase in first-year annual GPA was associated with a 0.084 increase in the clinical science GPA. First-year annual GPA was the only significant predictor variable for overall 4-year GPA; a 0.5-grade point increase in the first-year annual GPA was associated with a 0.386 increase in overall GPA. CONCLUSION The results of this study suggest that academic and personal support in the first year of dental school is paramount in supporting student success in predoctoral dental education.
Collapse
Affiliation(s)
- Emily Sabato
- Rutgers School of Dental Medicine, Newark, New Jersey, USA
| | - Herminio Perez
- Rutgers School of Dental Medicine, Newark, New Jersey, USA
| | - Shuying Jiang
- Rutgers School of Dental Medicine, Newark, New Jersey, USA
| |
Collapse
|
5
|
Meckamalil C, Brodie L, Hogg-Johnson S, Carroll LJ, Jacobs C, Côté P. The prevalence of anxiety, stress and depressive symptoms in undergraduate students at the Canadian Memorial Chiropractic College. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022; 70:371-376. [PMID: 32369713 DOI: 10.1080/07448481.2020.1751173] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Revised: 01/21/2020] [Accepted: 03/29/2020] [Indexed: 06/11/2023]
Abstract
Objective (1) Determine the one-week prevalence of moderate to extreme symptoms of anxiety, stress and depression in chiropractic undergraduate students. (2) Determine whether the prevalence varies across gender and year of study. Participants: Undergraduate students at the Canadian Memorial Chiropractic College (CMCC). Methods: A cross-sectional study was conducted in fall 2017 to measure self-reported symptoms of anxiety, stress and depression using the DASS-21. Results: The participation rate was 67.0% (510/766). The one-week prevalence of moderate to extreme symptoms was 19.0% (95% CI: 13.0-25.0) for depression; 32.6% (95% CI: 24.7-40.3) for anxiety and 21.8% (95% CI: 15.6-28.1) for stress. The prevalence of stress varied significantly across gender: 25.4% (95% CI: 20.5-30.3) for females versus 16.3% (95% CI: 11.2-21.3) for males. The one-week prevalence of depressive (24.8%; 95% CI: 17.6-32.0) and anxiety (40.9%; 95% CI: 32.6-49.1) symptoms peaked in second year. Conclusions: Self-reported symptoms of anxiety, stress and depression are common in CMCC students.
Collapse
Affiliation(s)
- Christine Meckamalil
- Graduate Studies, Canadian Memorial Chiropractic College, Toronto, Ontario, Canada
| | - Lydia Brodie
- Graduate Studies, Canadian Memorial Chiropractic College, Toronto, Ontario, Canada
| | - Sheilah Hogg-Johnson
- Research and Innovation, Canadian Memorial Chiropractic College, Toronto, Ontario, Canada
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Linda J Carroll
- School of Public Health, University of Alberta, Edmonton, Alberta, Canada
| | - Craig Jacobs
- Division of Clinical Education, Canadian Memorial Chiropractic College, Toronto, Ontario, Canada
| | - Pierre Côté
- Faculty of Health Sciences, University of Ontario Institute of Technology, Oshawa, Ontario, Canada
- UOIT-CMCC Centre for Disability Prevention and Rehabilitation, Toronto, Ontario, Canada
| |
Collapse
|
6
|
Akinkugbe AA, Garcia DT, Smith CS, Brickhouse TH, Mosavel M. A descriptive pilot study of the immediate impacts of COVID-19 on dental and dental hygiene students' readiness and wellness. J Dent Educ 2021; 85:401-410. [PMID: 33084054 PMCID: PMC8043566 DOI: 10.1002/jdd.12456] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Revised: 07/21/2020] [Accepted: 10/06/2020] [Indexed: 11/10/2022]
Abstract
BACKGROUND The ongoing novel coronavirus disease 2019 (COVID-19) pandemic has impacted dental students training across the U.S. academic dental institutions by moving classroom instruction to an online modality, limiting patient care, canceling external rotations, and rescheduling of licensure examinations. OBJECTIVE The aim of this study was to assess the immediate impacts of COVID-19 on students' readiness to enter clinical practice or residency and its association with well-being (anxiety, perceived stress, coping and social support, and resilience). METHODS An online REDCap survey was distributed to 407 D1-D4 year dental students and 29 DH3-DH4 year dental hygiene students enrolled at a U.S. dental school. The survey consisted of readiness and wellness measures as well as socio-demographic variables. RESULTS Overall response rate was 58% (N = 252) ranging from 40% among D4 students to 72% among D1 students. About half (55%) of the respondents were White, a third (34%) Asians and 5% were African Americans. Ninety-two percent were non-Hispanics while 62% were female. Overall mean (SD) anxiety score was 6.5 (5.3) and 26% of respondents reported moderate or severe levels of anxiety. Anxiety score differed significantly by gender with females reporting higher anxiety levels, mean (SD) = 7.3 (5.5) versus 5.2 (4.7) for males; P = 0.002). Furthermore, mean anxiety score differed significantly among the dental school classes, ranging from 5.5 (5.3) among D2 students to 11.8 (6.2) in DH4 students (P = 0.02). CONCLUSION Academic dental institutions need to be responsive to the heightened anxiety and uncertainly levels of students and provide responsive training and support to mitigate its effects.
Collapse
Affiliation(s)
- Aderonke A. Akinkugbe
- Department of Dental Public Health and Policy, School of Dentistry, Virginia Commonwealth University, Richmond, VA
- Institute for Inclusion, Inquiry, and Innovation, Virginia Commonwealth University, Richmond, VA
| | - Dina T. Garcia
- Institute for Inclusion, Inquiry, and Innovation, Virginia Commonwealth University, Richmond, VA
- Department of Health Behavior and Policy, School of Medicine. Virginia Commonwealth University, Richmond, VA
| | - Carlos S. Smith
- Director, Ethics Curriculum & Director, Pre-Doctoral Practice Group, Department of General Practice, Virginia Commonwealth University School of Dentistry
| | - Tegwyn H. Brickhouse
- Department of Dental Public Health and Policy, School of Dentistry, Virginia Commonwealth University, Richmond, VA
- Institute for Inclusion, Inquiry, and Innovation, Virginia Commonwealth University, Richmond, VA
| | - Maghboeba Mosavel
- Department of Health Behavior and Policy, School of Medicine. Virginia Commonwealth University, Richmond, VA
| |
Collapse
|
7
|
Hakami Z, Khanagar SB, Vishwanathaiah S, Hakami A, Bokhari AM, Jabali AH, Alasmari D, Aldrees AM. Psychological impact of the coronavirus disease 2019 (COVID-19) pandemic on dental students: A nationwide study. J Dent Educ 2020; 85:494-503. [PMID: 33128397 DOI: 10.1002/jdd.12470] [Citation(s) in RCA: 64] [Impact Index Per Article: 16.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2020] [Revised: 10/02/2020] [Accepted: 10/09/2020] [Indexed: 11/07/2022]
Abstract
OBJECTIVES Public mental health concerns have been raised during the coronavirus disease 2019 (COVID-19) pandemic. The aim of this study was to assess the psychological impact of the pandemic on dental students in Saudi Arabia. METHODS A cross-sectional analytical study was conducted among dental students from different universities in Saudi Arabia selected using 2-stage cluster sampling. The psychological impact was assessed using the validated Arabic version of the Depression, Anxiety and Stress Scale-21 Item questionnaire. The data were analyzed using SPSS software. The Mann-Whitney U and Kruskal-Wallis tests were used as appropriate. A chi-squared test was used to compare the proportions between the sociodemographic data and logistic regression analysis to identify variables associated with the student's responses. RESULTS The internal consistency of the scale was excellent (0.954). A total of 697 dental students participated voluntarily in the study; their mean age was 21.76 ± 1.859 years, and 54.7% were female. The majority (96.1%) were single, and 69.4% lived in a household of > 5 persons. Significant differences in mental health outcomes were evident for gender, university, and survey time. Elevated levels of depression, anxiety, and stress were recorded among 60.64%, 37.02%, and 34.92%, respectively, of the students. Females, students who lived alone, and junior students were more likely to experience psychological problems during the COVID-19 pandemic. CONCLUSIONS The presence of elevated levels of depression, anxiety and stress among dental students highlights the need for psychological empowerment strategies involving institutional counseling services.
Collapse
Affiliation(s)
- Zaki Hakami
- Division of Orthodontics, Department of Preventive Dental Sciences, College of Dentistry, Jazan University, Jazan, Saudi Arabia
| | - Sanjeev B Khanagar
- Dental Public Health, Preventive Dental Science Department, College of Dentistry, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
| | - Satish Vishwanathaiah
- Division of Pediatric Dentistry, Department of Preventive Dental Sciences, College of Dentistry, Jazan University, Jazan, Saudi Arabia
| | - Abrar Hakami
- Resident Doctor, Jazan Psychatric Hospital, Military Forces Hospital, Jazan, Saudi Arabia
| | - Ahmed M Bokhari
- Division of Dental Public Health, Department of Preventive Dental Sciences, College of Dentistry, Jazan University, Jazan, Saudi Arabia
| | - Ahmad H Jabali
- Division of Endodontics, Department of Restorative Dental Sciences, College of Dentistry, Jazan University, Jazan, Saudi Arabia
| | - Dhafer Alasmari
- Department of Periodontology and Oral Medicine, College of Dentistry, Qassim University, Buraidah, Saudi Arabia
| | - Abdullah M Aldrees
- Division of Orthodontics, Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| |
Collapse
|
8
|
Metz CJ, Ballard E, Metz MJ. The stress of success: An online module to help first-year dental students cope with the Impostor Phenomenon. J Dent Educ 2020; 84:1016-1024. [PMID: 32436247 DOI: 10.1002/jdd.12181] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Revised: 04/02/2020] [Accepted: 04/25/2020] [Indexed: 11/11/2022]
Abstract
CONTEXT Professors often spend a great deal of time counseling poorly performing students, which limits the time dedicated to high achievers. This may be problematic, as psychiatrists have determined that gifted students may be susceptible to feelings of inadequacy despite positive external evidence. Dr. Pauline Clance coined the term "Impostor Phenomenon" (IP) to describe these traits. OBJECTIVE Dental students, while academically successful, may be prone to IP and lack appropriate coping strategies. The goal of this project was to create and publish an online module to educate dental students about IP and provide 6 coping mechanisms. DESIGN After viewing the video at the beginning of the semester, students completed the Clance IP Scale to determine the prevalence of IP thoughts. This was repeated at the end of the semester to determine the impact of the online training module. RESULTS There was a decrease in postsemester scores from 63.44 (±14.92) to 59.12 (±14.56), n = 103, 86% response rate, dependent samples within subjects t-test, P < 0.001). The percentage of students reporting intense impostor experiences decreased from 13.6% to 4.9%. Females exhibited significantly higher scores than males, but there was no statistically significant impact of age or race on results. The most common reported coping strategies were a reduction in time spent on nonessential tasks and the use of scheduling to prevent procrastination. CONCLUSION These results suggest that an online training module can improve awareness of the Impostor Phenomenon and help high-achieving students to cope with their stress and feelings of inadequacy.
Collapse
Affiliation(s)
- Cynthia J Metz
- Department of Physiology, University of Louisville School of Medicine, Louisville, Kentucky, USA
| | - Erin Ballard
- University of Louisville School of Dentistry, Louisville, Kentucky, USA
| | - Michael J Metz
- Department of Comprehensive Dentistry, University of Louisville School of Dentistry, Louisville, Kentucky, USA
| |
Collapse
|
9
|
Johnson I, Jenkins S, Ginley J. Dentistry: Studying for a chosen career and the role of family, friends and support in that journey. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:335-340. [PMID: 31994298 DOI: 10.1111/eje.12504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2018] [Revised: 12/18/2019] [Accepted: 01/24/2020] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Well-being issues are increasing amongst dental students. Social relationships can be important for student support during their studies. The aim of the study was to explore dental students' feelings towards studying dentistry, social networks and chosen support during this journey. MATERIALS AND METHODS An anonymous electronic cross-sectional survey was carried out. All dental students in a single dental school were invited to participate. Participation and answering questions was voluntary. Descriptive analyses were used for categorical data, and qualitative data were analysed thematically. RESULTS In total, 109 students responded. One third reported having a family member from a healthcare profession but most were not related to dental professionals. The majority of students 83% liked the course, 14% said they felt "neutral", and 5% said they did not like it. The following three themes explained this: (a) demands of the course, (b) being suited to dentistry (eg patient care) and (c) passion for dentistry as a career (or lack of). Most felt their peers were friendly (92%) and supportive (78%) but also competitive (64%). Irrespective of stress, 70% of participants sought help from family and two thirds sought help from student peers. DISCUSSION Most students enjoy studying dentistry despite the demands of the course. Support, workload, feeling suited to the course and a passion for dentistry as a career can affect the experience. CONCLUSIONS Family and friends are an important source of support in this process. Further work is needed to explore mechanisms to help family and friends support students.
Collapse
Affiliation(s)
- Ilona Johnson
- College of Biomedical and Life Sciences, Cardiff University School of Dentistry, Cardiff University, Heath Park, Cardiff, UK
| | - Susan Jenkins
- College of Biomedical and Life Sciences, Cardiff University School of Dentistry, Cardiff University, Heath Park, Cardiff, UK
| | - Jennifer Ginley
- DCT 1 Special Care Dental Services, Buckinghamshire Priority Dental Service, Eaglestone Health Centre, Milton Keynes, UK
| |
Collapse
|
10
|
Smith CS, Carrico CK, Goolsby S, Hampton AC. An analysis of resilience in dental students using the Resilience Scale for Adults. J Dent Educ 2020; 84:566-577. [PMID: 31985083 DOI: 10.1002/jdd.12041] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2019] [Revised: 12/29/2019] [Accepted: 01/11/2020] [Indexed: 01/28/2023]
Abstract
OBJECTIVES Resilience is the ability to bounce back or recover from major life stressors. The aim of this study was to investigate resilience in dental students and how it may or may not vary across demographic characteristics such as gender, socioeconomic status, race/ethnicity, self-reported health, and parental educational level. METHODS Data were collected from 151 dental students at Virginia Commonwealth University School of Dentistry with an anonymous survey that included the Resilience Scale for Adults (RSA) and various demographic variables. Associations between RSA and variables of interest were assessed using linear models. RESULTS Dental students demonstrated relatively high levels of resilience. Resilience was significantly associated with gender (with females showing more resilience than males (P = 0.0395)), race (P = 0.0025), overall health (P = 0.0101), and mental health (P < 0.0001). Results from Exploratory Factor Analysis (EFA) supported a 5-factor solution that explained 82.6% of the variability of resilience in the sample of dental students. The 5 factors were nearly identical to the 5 subscales originally described by the RSA demonstrating validity in this population. Overall health ratings were significantly related to resilience, suggesting that perceived resilience in dental students may protect against negative health outcomes. This study can inform internal and external support systems of dental students as well as institutional programmatic development to better support their educational experiences.
Collapse
Affiliation(s)
- Carlos S Smith
- Assistant Professor, Director of Ethics Curriculum and Director Pre-doctoral Practice Group, Department of General Practice, Virginia Commonwealth University School of Dentistry, Richmond, Virginia, USA
| | - Caroline K Carrico
- Assistant Professor, Department of Dental Public Health and Policy, Oral Health Services Research Core, Philips Institute for Oral Health Research, School of Dentistry, Richmond, Virginia, USA.,Affiliate Assistant Professor, Department of Biostatistics, School of Medicine, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Susie Goolsby
- Associate Professor and Director of Student Recruitment, Department of General Practice, Virginia Commonwealth University School of Dentistry, Richmond, Virginia, USA
| | - Alena C Hampton
- Director, Office of Student Experience, Office of the Vice President for Health Sciences, Virginia Commonwealth University, Richmond, Virginia, USA
| |
Collapse
|
11
|
Altonji SJ, Baños JH, Harada CN. Perceived Benefits of a Peer Mentoring Program for First-Year Medical Students. TEACHING AND LEARNING IN MEDICINE 2019; 31:445-452. [PMID: 30776921 DOI: 10.1080/10401334.2019.1574579] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Problem: Peer mentoring has long been accepted as beneficial in a multitude of fields, but there has been limited description or study of the way these types of relationships may benefit medical students. Peer mentoring may be helpful for 1st-year medical students; however, little evidence is thus far available on which aspects of peer mentoring provide benefit and what those specific benefits are. Intervention: This study examines the perceived benefits and satisfaction derived by 1st-year medical students from participation in a semi-structured, informal cross-year peer mentoring program. It further attempts to characterize the aspects of peer mentoring relationships that are seen as beneficial to 1st-year students. Data were collected on demographic information, frequency and type of contact with mentor, perception of mentor characteristics, perceived benefits derived from the relationship, and their overall satisfaction with the relationship. Context: First-year medical students at a large academic institution were surveyed on their experience in an informal peer-mentoring program with 2nd-year students serving as mentors. Mentors had minimal training. No mandatory agenda or limitations were placed on the type or subject matter of interactions. Outcome: Mean overall satisfaction with the peer mentoring program was 7.47 (SD = 2.45) on a rating scale where 10 is the most satisfied. Students reported that their peer mentors generally exhibited beneficial attributes and behaviors. Ratings of perceived benefits were somewhat more variable and generally lower. Predictors of four outcomes-overall satisfaction, perceived academic benefit, perceived nonacademic benefit, and perceived clinical benefit-were explored using stepwise linear regression with forward entry and backward elimination to retain the most parsimonious model. Expertise in areas of mentee need was a consistent predictor of all outcomes. Regular involvement with a mentor was a consistent predictor of perceived academic and nonacademic benefit. Demographic characteristics were generally not predictive of outcomes. Lessons Learned: Peer mentoring is perceived by 1st-year medical students to provide psychosocial and academic benefits that appear to be independent of and complementary to those derived from faculty mentoring. These benefits can be established with minimal expenditure of institutional resources. Peer mentoring efficacy may be increased by more deliberate matching methods and by training mentors in provision of guidance and feedback, though further study is needed.
Collapse
Affiliation(s)
- Samuel J Altonji
- a Department of Medical Education, University of Alabama School of Medicine , Birmingham , Alabama , USA
| | - James H Baños
- a Department of Medical Education, University of Alabama School of Medicine , Birmingham , Alabama , USA
| | - Caroline N Harada
- b Department of Medicine, University of Alabama School of Medicine , Birmingham , Alabama , USA
| |
Collapse
|
12
|
Johnson SN, Mays KA. A Retrospective Analysis of a Cross-Year Peer Tutoring Program for Oral Health Students. J Dent Educ 2019; 83:137-143. [PMID: 30709988 DOI: 10.21815/jde.019.016] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2018] [Accepted: 08/01/2018] [Indexed: 11/20/2022]
Abstract
Health professions education is extremely challenging for students, requiring high performance in fast-paced learning environments. In addition, the challenge of instructing students at many performance levels and the lack of teaching assistants can create a knowledge gap between educators and students. Using cross-year peer tutors is one potential method to close this gap and improve student performance. The aims of this study were to retrospectively evaluate the impact of a cross-year peer tutoring program on successful course completion of oral health students and to assess student and tutor perceptions of the experience. First- and second-year dental and dental therapy students were assigned to cross-year tutors as a result of progression committee recommendations and self-identification. Potential tutors were vetted by the course directors. The collected data included number of courses in which students were assigned a tutor, the type of course (lecture vs. lab), and students' success in the courses. These data were collected for a four-year period (2013-14 to 2016-17), and student and tutor perceptions were assessed in one year. The results showed that 94% of the students who received tutoring passed their courses. Students who had been tutored had a significantly lower failure rate than those who were not tutored (20% vs. 80%, respectively). These results suggest that the cross-year peer tutoring program was useful in closing the learning gap between instructors' expert level and novice learners. Participating students and tutors also perceived the program as a positive and beneficial experience.
Collapse
Affiliation(s)
- Sara N Johnson
- Sara N. Johnson is Assistant Dean for Student and Resident Affairs, School of Dentistry, University of Minnesota; and Keith A. Mays is Associate Dean of Academic Affairs, School of Dentistry, University of Minnesota
| | - Keith A Mays
- Sara N. Johnson is Assistant Dean for Student and Resident Affairs, School of Dentistry, University of Minnesota; and Keith A. Mays is Associate Dean of Academic Affairs, School of Dentistry, University of Minnesota.
| |
Collapse
|
13
|
Balaji NK, Murthy PS, Kumar DN, Chaudhury S. Perceived stress, anxiety, and coping states in medical and engineering students during examinations. Ind Psychiatry J 2019; 28:86-97. [PMID: 31879453 PMCID: PMC6929237 DOI: 10.4103/ipj.ipj_70_18] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/24/2018] [Revised: 01/12/2019] [Accepted: 07/11/2019] [Indexed: 11/04/2022] Open
Abstract
AIM This study aims to study the factors associated with stress, anxiety, and coping states in students of 1st and 2nd year in medical and engineering colleges during examinations. MATERIALS AND METHODS This prospective, longitudinal study was conducted on 200 undergraduate medical and engineering students from 1st to 2nd year (50 in each year), after obtaining ethical approval from the institutional ethics committee. All the participants gave written informed consent. All students filled a questionnaire which consisted of a general information sheet, perceived stress scale, Hamilton Anxiety Rating Scale, brief COPE inventory, and sources of stress questionnaire 1 month before and 1 month after their university examinations. Data were analyzed using t-test, Mann-Whitney U-test, Kruskal-Wallis test, and Chi-square test as appropriate. RESULTS In medical students, perceived stress was significantly higher in those in the management quota (both years), living in shared accommodation and from nuclear family (1st year) and male (2nd year). Only accommodation had a statistically significant relationship with perceived stress in 2nd year engineering students. A statistically significant association of perceived stress and anxiety with academic performance was observed. Anxiety in students was significantly more before the examination compared to after the examination. The association of all the coping strategies used, with the academic performance, was statistically significant. CONCLUSIONS In both medical and engineering students, there was a significant association of perceived stress and anxiety with academic performance. Both medical and engineering students used active coping a little more than avoidant coping strategies during the examination time. The association of all the coping strategies used, with the academic performance, was statistically significant, thereby proving the importance of coping states in academic performance.
Collapse
Affiliation(s)
- Nihal K Balaji
- Department of Psychiatry, Santhiram Medical College and General Hospital, Kurnool, Andhra Pradesh, India
| | - P S Murthy
- Department of Psychiatry, Santhiram Medical College and General Hospital, Kurnool, Andhra Pradesh, India
| | - D Naveen Kumar
- Department of Psychiatry, Santhiram Medical College and General Hospital, Kurnool, Andhra Pradesh, India
| | - Suprakash Chaudhury
- Department of Psychiatry, Dr. D. Y. Patil Medical College, Hospital and Research Center, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
| |
Collapse
|
14
|
Ahmad FA, Karimi AA, Alboloushi NA, Al-Omari QD, AlSairafi FJ, Qudeimat MA. Stress Level of Dental and Medical Students: Comparison of Effects of a Subject-Based Curriculum versus a Case-Based Integrated Curriculum. J Dent Educ 2017; 81:534-544. [PMID: 28461630 DOI: 10.21815/jde.016.026] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2016] [Accepted: 12/02/2016] [Indexed: 11/20/2022]
Abstract
The aim of this study was to investigate the stress level of medical and dental students at Kuwait University after a case-based integrated curriculum replaced the former subject-based curriculum. A modified version of the Dental Environment Stress questionnaire was used to measure possible stressors for both medical and dental students. The investigators administered the questionnaire for the first time in 2008, when Kuwait University medical and dental schools followed a subject-based curriculum (group A). The same questionnaire was administered for a second time in 2014, when both medical and dental schools had adopted a case-based integrated curriculum (group B). A total of 345 fifth- and sixth-year medical and dental students responded to the questionnaire (group A=187, group B=158), with an overall 83% response rate. The results showed that, for both the dental and medical students, changing to a case-based integrated curriculum raised the stress level for most of the stressors evaluated. "Inconsistency of feedback on work between different instructors," "difficulties in communicating with teaching staff," "amount of assigned class work," and "examinations and grades" were some of the statistically significant stressors for group B students. Female students reported higher levels of stress than male students in both groups. These results suggest that introducing stress management education into the case-based integrated dental and medical curricula could enhance students' psychological well-being.
Collapse
Affiliation(s)
- Fatemah A Ahmad
- Fatemah A. Ahmad is in the Department of Developmental and Preventive Sciences, Kuwait University, Kuwait; Anfal A. Karimi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; Naela A. Alboloushi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; Qasem D. AL-Omari is Clinical Associate Professor, Department of Restorative Dentistry, Kuwait University, Kuwait; Fatimah J. AlSairafi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; and Muawia A. Qudeimat is Chair, Department of Developmental and Preventive Sciences, Kuwait University, Kuwait
| | - Anfal A Karimi
- Fatemah A. Ahmad is in the Department of Developmental and Preventive Sciences, Kuwait University, Kuwait; Anfal A. Karimi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; Naela A. Alboloushi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; Qasem D. AL-Omari is Clinical Associate Professor, Department of Restorative Dentistry, Kuwait University, Kuwait; Fatimah J. AlSairafi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; and Muawia A. Qudeimat is Chair, Department of Developmental and Preventive Sciences, Kuwait University, Kuwait
| | - Naela A Alboloushi
- Fatemah A. Ahmad is in the Department of Developmental and Preventive Sciences, Kuwait University, Kuwait; Anfal A. Karimi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; Naela A. Alboloushi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; Qasem D. AL-Omari is Clinical Associate Professor, Department of Restorative Dentistry, Kuwait University, Kuwait; Fatimah J. AlSairafi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; and Muawia A. Qudeimat is Chair, Department of Developmental and Preventive Sciences, Kuwait University, Kuwait
| | - Qasem D Al-Omari
- Fatemah A. Ahmad is in the Department of Developmental and Preventive Sciences, Kuwait University, Kuwait; Anfal A. Karimi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; Naela A. Alboloushi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; Qasem D. AL-Omari is Clinical Associate Professor, Department of Restorative Dentistry, Kuwait University, Kuwait; Fatimah J. AlSairafi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; and Muawia A. Qudeimat is Chair, Department of Developmental and Preventive Sciences, Kuwait University, Kuwait
| | - Fatimah J AlSairafi
- Fatemah A. Ahmad is in the Department of Developmental and Preventive Sciences, Kuwait University, Kuwait; Anfal A. Karimi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; Naela A. Alboloushi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; Qasem D. AL-Omari is Clinical Associate Professor, Department of Restorative Dentistry, Kuwait University, Kuwait; Fatimah J. AlSairafi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; and Muawia A. Qudeimat is Chair, Department of Developmental and Preventive Sciences, Kuwait University, Kuwait
| | - Muawia A Qudeimat
- Fatemah A. Ahmad is in the Department of Developmental and Preventive Sciences, Kuwait University, Kuwait; Anfal A. Karimi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; Naela A. Alboloushi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; Qasem D. AL-Omari is Clinical Associate Professor, Department of Restorative Dentistry, Kuwait University, Kuwait; Fatimah J. AlSairafi is in the Department of Restorative Dentistry, Kuwait University, Kuwait; and Muawia A. Qudeimat is Chair, Department of Developmental and Preventive Sciences, Kuwait University, Kuwait.
| |
Collapse
|
15
|
Affiliation(s)
- David Francis Adams
- University Counseling Service; University of Iowa College of Dentistry & Dental Clinics; Social Sciences and Business Division; Eureka College
| |
Collapse
|
16
|
Killinger SL, Flanagan S, Castine E, Howard KAS. Stress and Depression among Veterinary Medical Students. JOURNAL OF VETERINARY MEDICAL EDUCATION 2017; 44:3-8. [PMID: 28206849 DOI: 10.3138/jvme.0116-018r1] [Citation(s) in RCA: 54] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
While existing literature suggests that professional students (e.g., medical, dental, law, nursing, etc.) experience high levels of stress and depression, the experiences of veterinary medical students have been less well examined. The purpose of this study was to explore the levels of stress and depression among veterinary medical students and to examine the relationship between these variables. Study participants were 1,245 veterinary medical students from North America. The findings provide support for the assertion that veterinary medical students experience high levels of stress and depression. Results also indicated that there is a correlation between stress and depression for veterinary medical students and that female students experience higher levels of stress and depression than their male counterparts.
Collapse
|
17
|
de Vries-Erich JM, Dornan T, Boerboom TBB, Jaarsma ADC, Helmich E. Dealing with emotions: medical undergraduates' preferences in sharing their experiences. MEDICAL EDUCATION 2016; 50:817-28. [PMID: 27402042 DOI: 10.1111/medu.13004] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2015] [Revised: 07/30/2015] [Accepted: 01/14/2016] [Indexed: 05/26/2023]
Abstract
CONTEXT Patient care evokes emotional responses such as uncertainty, grief and pride in medical students. There is a need for opportunities to share and express such emotions because they influence students' professional development and well-being. There is a trend towards introducing mentor programmes into medical curricula. It remains unknown whether students are willing and able to share their emotional experiences within this formal setting. We set out to explore how medical students share their emotional experiences and why. METHODS We used thematic analysis, including purposeful sampling, parallel processes of data collection and constant comparative analysis, maintaining an audit trail for validation purposes. The study had a constructivist, interactional design and used Goffman's dramaturgical theory as an interpretive framework. Nineteen students participated in individual, semi-structured interviews. RESULTS Participants' narratives revealed a preference for sharing emotional experiences away from people who might expect them to uphold formal behaviour. They deliberately decided with whom to share their emotional experiences. Participants had a preference to talk to fellow students working in the same department, or family and friends outside medical school. CONCLUSIONS Participants found it difficult to uphold behaviours that they thought patients, preceptors or the organisation expected of them as future doctors. In adjusting their behaviour to meet those expectations, they became attuned to how to best present themselves based on the people present. This influenced how they chose which emotional experiences to share with whom.
Collapse
Affiliation(s)
- Joy M de Vries-Erich
- Department of Evidence Based Education, Academic Medical Center, University of Amsterdam, Amsterdam, the Netherlands
| | - Tim Dornan
- Centre for Medical Education, Queens University Belfast, Belfast, UK
- University of Maastricht, Maastrich, the Netherlands
| | - Tobias B B Boerboom
- Department of Evidence Based Education, Academic Medical Center, University of Amsterdam, Amsterdam, the Netherlands
| | - A Debbie C Jaarsma
- Center for Research & Innovation in Medical Education, University of Groningen, Groningen, the Netherlands
| | - Esther Helmich
- Department of Evidence Based Education, Academic Medical Center, University of Amsterdam, Amsterdam, the Netherlands
| |
Collapse
|
18
|
Al-Ansari A, Al-Harbi F, AbdelAziz W, AbdelSalam M, El Tantawi MM, ElRefae I. Factors affecting student participation in extra-curricular activities: A comparison between two Middle Eastern dental schools. Saudi Dent J 2016; 28:36-43. [PMID: 26792968 PMCID: PMC4688435 DOI: 10.1016/j.sdentj.2015.05.004] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2014] [Revised: 03/31/2015] [Accepted: 05/26/2015] [Indexed: 11/19/2022] Open
Abstract
Objective This study was conducted to assess the level of participation of dental undergraduate students in extracurricular activities (ECAs) and the factors affecting this participation. Methods The study included dental students enrolled in undergraduate programs at the Faculty of Dentistry, Alexandria University, Egypt, and the College of Dentistry, University of Dammam, Saudi Arabia. A questionnaire was developed to collect background information about students, their participation in ECAs, and time allocated for these activities. Students were asked about their perceptions of the relationship between ECAs and academic studies, and their reasons for participating in and satisfaction with ECAs. Results The study included 199 students from Alexandria and 146 students from Dammam, with response rates of 99.5% and 73%, respectively. The percentages of those reporting ECA participation were 27.1% and 43.8%, respectively, mostly in community service, sports, and social activities. About 60% of students did not think that ECAs affected their studies, although the perceived difficulty of balancing ECAs and academics was associated with lower odds of participation (odds ratio = 0.51). Most students participated in ECAs to socialize and make friends, and the majority was dissatisfied with school-organized ECAs (52% and 59%, respectively). Gender and/or perceived relation between ECAs and academic studies affected actual participation in ECAs in one school but not the other. Conclusions ECA participation among these students was low. Gender and perception of ECAs in relation to academic studies affected ECA participation differently in the two schools. Better planning and management of ECAs that incorporate students’ preferences and reasons for participation is needed. Gender issues and the relationship between ECAs and academic performance should be addressed in relation to school and social characteristics.
Collapse
Affiliation(s)
- Asim Al-Ansari
- Department of Preventive Dental Sciences, College of Dentistry, University of Dammam, Dammam, Saudi Arabia
| | - Fahad Al-Harbi
- Department of Substitutive Dental Sciences, College of Dentistry, University of Dammam, Dammam, Saudi Arabia
| | - Wafaa AbdelAziz
- Department of Pediatric Dentistry and Dental Public Health, Faculty of Dentistry, Alexandria University, Alexandria, Egypt
| | - Maha AbdelSalam
- Department of Biomedical Dental Sciences, College of Dentistry, University of Dammam, Dammam, Saudi Arabia
| | - Maha M El Tantawi
- Department of Preventive Dental Sciences, College of Dentistry, University of Dammam, Dammam, Saudi Arabia
| | | |
Collapse
|
19
|
Bedewy D, Gabriel A. Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale. Health Psychol Open 2015; 2:2055102915596714. [PMID: 28070363 PMCID: PMC5193280 DOI: 10.1177/2055102915596714] [Citation(s) in RCA: 85] [Impact Index Per Article: 9.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
The development of a scale to measure perceived sources of academic stress among university students. Based on empirical evidence and recent literature review, we developed an 18-item scale to measure perceptions of academic stress and its sources. Experts (n = 12) participated in the content validation process of the instrument before it was administered to (n = 100) students. The developed instrument has internal consistency reliability of 0.7 (Cronbach’s alpha), there was evidence for content validity, and factor analysis resulted in four correlated and theoretically meaningful factors. We developed and tested a scale to measure academic stress and its sources. This scale takes 5 minutes to complete.
Collapse
|
20
|
Dudău DP, Sfeatcu IR, Funieru C, Dumitrache MA. Professional Stress in Relation to Anxiety, Depression and Irrational Beliefs Among Dental and Psychotherapy Students. ACTA ACUST UNITED AC 2015. [DOI: 10.1016/j.sbspro.2015.03.030] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
21
|
Al-Ansari A, El Tantawi M, AbdelSalam M, Al-Harbi F. Academic advising and student support: Help-seeking behaviors among Saudi dental undergraduate students. Saudi Dent J 2015; 27:57-62. [PMID: 26082570 PMCID: PMC4459275 DOI: 10.1016/j.sdentj.2014.11.011] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2014] [Revised: 11/11/2014] [Accepted: 11/20/2014] [Indexed: 11/11/2022] Open
Abstract
Objective The purpose of this study was to assess the use of and satisfaction with the academic-advising and student-support systems available to undergraduate students in the College of Dentistry at the University of Dammam. In addition, the study aimed to also identify factors that explained the help-seeking behavior of students which they used to solve academic issues. Materials and methods Students enrolled in the five-year Bachelor of Dental Surgery (BDS) program in 2012–13 and 2013–14 first-year students were invited to respond to a self-administered questionnaire. Results The results showed that 66.2% of students had discussed academic issues with their advisor at least once, with a frequency ranging from zero to six times. Most students reported that their advisors were readily available, listened intently to their needs and questions, and helped them solve their problems. However, only 7.6% of students relied primarily on advisors for help with academic issues, whereas 51% depended first on colleagues and 13.8% did not seek help and relied on themselves. In total, 17.2% of students were very or somewhat satisfied with the academic advising system. Males had lower odds of discussing issues with their advisors, and the odds were higher with advisors who were more available (OR = 0.25 and 3.74, respectively). Alerting students to important dates in the academic calendar significantly increased the odds that a student would depend primarily on academic advisors for advice related to academic issues (OR = 6.53). Conclusions Few students were satisfied with the academic support system. We need to train advisors to help them develop their skills and knowledge and to enable them to provide the support needed by the students.
Collapse
Affiliation(s)
- Asim Al-Ansari
- Preventive Dental Sciences Department, College of Dentistry, University of Dammam, P.O. Box 1982, Dammam 31411, Saudi Arabia
| | - Maha El Tantawi
- Preventive Dental Sciences Department, College of Dentistry, University of Dammam, P.O. Box 1982, Dammam 31411, Saudi Arabia
| | - Maha AbdelSalam
- Biomedical Dental Sciences Department, College of Dentistry, University of Dammam, P.O. Box 1982, Dammam 31411, Saudi Arabia
| | - Fahad Al-Harbi
- Substitutive Dental Sciences Department College of Dentistry, University of Dammam, P.O. Box 1982, Dammam 31411, Saudi Arabia
| |
Collapse
|
22
|
Elani HW, Allison PJ, Kumar RA, Mancini L, Lambrou A, Bedos C. A Systematic Review of Stress in Dental Students. J Dent Educ 2014. [DOI: 10.1002/j.0022-0337.2014.78.2.tb05673.x] [Citation(s) in RCA: 148] [Impact Index Per Article: 14.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Hawazin W. Elani
- Oral Health and Society Unit, Faculty of Dentistry; McGill University at the time of this study
| | | | | | - Laura Mancini
- Faculty of Dentistry; McGill University at the time of this study
| | | | - Christophe Bedos
- Oral Health and Society Unit, Faculty of Dentistry; McGill University
| |
Collapse
|
23
|
Bangash AS, Ali NF, Shehzad AH, Haqqi S. Maintenance of empathy levels among first and final year medical students: a cross sectional study. F1000Res 2013; 2:157. [PMID: 24358858 PMCID: PMC3782343 DOI: 10.12688/f1000research.2-157.v1] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/15/2013] [Indexed: 12/30/2022] Open
Abstract
OBJECTIVES The purpose of this study was to quantify the levels of empathy amongst medical students in the first year and final year of the medical curriculum at a medical university in Karachi, Pakistan. METHODS A cross-sectional study, comprising of participating students in their first year and final year of the medical curriculum at Ziauddin University Medical College, was carried out, using the Empathy Quotient (EQ) scale consisting of 60 questions through a self-administered questionnaire. The results were collected anonymously over a time period of six months from a sample of 171 participants. Results : According to our analysis, we found 82.67% of fifth year students and 80.21% of first years showing average or above average levels of empathy. Female mean scores were 42±9.60 while males were 38.7±9.358 (P=0.03). No association was found between empathy and age of the participants (p=0.77). CONCLUSION We found no significant difference in the levels of empathy between the first and fifth year medical students. However, it was shown that females exhibited higher levels of empathy than males.
Collapse
Affiliation(s)
| | | | | | - Sobia Haqqi
- Department of Psychiatry, Ziauddin Medical University, Karachi, Pakistan
| |
Collapse
|
24
|
Gaughf NW, Smith PL, Williams DA. Faculty and student perceptions of academic counselling services at an academic health science center. PERSPECTIVES ON MEDICAL EDUCATION 2013; 2:165-170. [PMID: 23670693 PMCID: PMC3722373 DOI: 10.1007/s40037-013-0056-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
There are limited data on support services that facilitate students' academic success at academic health science centres. The authors explored faculty and students' perceptions of available academic counselling services (ACS) at an academic health science centre in the Southeastern United States. Participants were surveyed in May and June of 2011 regarding the ACS available at the institution. Fifty-nine percent of faculty respondents (N = 471) agreed that academic counselling was a necessary part of the institution, but only 26 % reported knowledge of how to refer students for academic counselling. Only 18 % stated they had previously referred a student for services. Fifty-four percent of student respondents (N = 360) agreed that academic counselling was a necessary part of the institution and 60 % stated that they would seek these services if needed. However, only 35 % of students reported that they were aware of how to access the services. These findings suggest a discrepancy between the belief that academic support services have value and their knowledge about how to utilize the services. It is recommended that academic health science centres consider the promotion of available academic support services amongst both faculty and students when designing and implementing programmes to reduce this potential obstacle to service utilization.
Collapse
Affiliation(s)
- Natalie White Gaughf
- Office of Academic Affairs, University of Mississippi Medical Center, 2500 North State Street, Jackson, MS 39216 USA
| | - Penni L. Smith
- Office of Academic Affairs, University of Mississippi Medical Center, 2500 North State Street, Jackson, MS 39216 USA
| | - Dara A. Williams
- Department of Family Medicine, University of Mississippi Medical Center, 2500 North State Street, Jackson, MS 39216 USA
| |
Collapse
|
25
|
Madhan B, Rajpurohit AS, Gayathri H. Mental Health of Postgraduate Orthodontic Students in India: A Multi-Institution Survey. J Dent Educ 2012. [DOI: 10.1002/j.0022-0337.2012.76.2.tb05247.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
26
|
Wimer DJ, Levant RF. The Relation of Masculinity and Help-Seeking Style with the Academic Help-Seeking Behavior of College Men. ACTA ACUST UNITED AC 2011. [DOI: 10.3149/jms.1903.256] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
|
27
|
Lopez N, Johnson S, Black N. Does Peer Mentoring Work? Dental Students Assess Its Benefits as an Adaptive Coping Strategy. J Dent Educ 2010. [DOI: 10.1002/j.0022-0337.2010.74.11.tb04993.x] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
| | - Sara Johnson
- Admissions and Diversity-all at the University of Minnesota School of Dentistry
| | - Nicki Black
- Admissions and Diversity-all at the University of Minnesota School of Dentistry
| |
Collapse
|
28
|
Dahan H, Bedos C. A Typology of Dental Students According to Their Experience of Stress: A Qualitative Study. J Dent Educ 2010. [DOI: 10.1002/j.0022-0337.2010.74.2.tb04858.x] [Citation(s) in RCA: 43] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
| | - Christophe Bedos
- Faculty of Dentistry; McGill University; Faculty of Medicine; Université de Montréal
| |
Collapse
|
29
|
Affiliation(s)
- Robert J. Murphy
- Department of Pathology and Laboratory Medicine; Temple University Hospital
| | - Sarah A. Gray
- Maurice H. Kornberg School of Dentistry; Temple University
| | | | | | | |
Collapse
|
30
|
Muirhead V, Locker D. Canadian dental students' perceptions of stress and social support. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2008; 12:144-8. [PMID: 18666895 DOI: 10.1111/j.1600-0579.2008.00512.x] [Citation(s) in RCA: 43] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
This study explored the relationship between dental school stress and social support reported by undergraduate students in a Canadian dental school. Students completed questionnaires comprised of Dental Environment Scale stress items, social support measures evaluating perceived contact and two proxy measures of social support (marital status and living arrangement). Sixty-two per cent of undergraduate students in all four academic years participated in the study conducted in March--April 2005. Second-year students living with parents had significantly higher adjusted total stress scores (P < 0.001), whilst fourth-year students living with roommates had significantly lower total adjusted stress scores (P = 0.008). Social support systems utilised by students included teacher, parental, student and relationship support. Students who received more support from teachers and from students inside and outside dental school had lower adjusted total stress scores. Multiple regression analysis assessing the effect of social support on total adjusted stress scores identified two significant variables after adjustment: second-year students living with parents (P < 0.001) and low teacher support (P = 0.032). This study identified social support and proxy measures as significant predictors of dental school stress in Canadian dental students. Further studies are needed to elucidate the role of social support and proxy measures as potential dental school stress alleviators.
Collapse
Affiliation(s)
- V Muirhead
- Faculty of Dentistry, University of Toronto, Toronto, ON, Canada.
| | | |
Collapse
|
31
|
Divaris K, Barlow PJ, Chendea SA, Cheong WS, Dounis A, Dragan IF, Hamlin J, Hosseinzadeh L, Kuin D, Mitrirattanakul S, Mo'nes M, Molnar N, Perryer G, Pickup J, Raval N, Shanahan D, Songpaisan Y, Taneva E, Yaghoub-Zadeh S, West K, Vrazic D. The academic environment: the students' perspective. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2008; 12 Suppl 1:120-30. [PMID: 18289275 DOI: 10.1111/j.1600-0579.2007.00494.x] [Citation(s) in RCA: 172] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
Dental education is regarded as a complex, demanding and often stressful pedagogical procedure. Undergraduates, while enrolled in programmes of 4-6 years duration, are required to attain a unique and diverse collection of competences. Despite the major differences in educational systems, philosophies, methods and resources available worldwide, dental students' views regarding their education appear to be relatively convergent. This paper summarizes dental students' standpoint of their studies, showcases their experiences in different educational settings and discusses the characteristics of a positive academic environment. It is a consensus opinion that the 'students' perspective' should be taken into consideration in all discussions and decisions regarding dental education. Moreover, it is suggested that the set of recommendations proposed can improve students' quality of life and well-being, enhance their total educational experience and positively influence their future careers as oral health physicians. The 'ideal' academic environment may be defined as one that best prepares students for their future professional life and contributes towards their personal development, psychosomatic and social well-being. A number of diverse factors significantly influence the way students perceive and experience their education. These range from 'class size', 'leisure time' and 'assessment procedures' to 'relations with peers and faculty', 'ethical climate' and 'extra-curricular opportunities'. Research has revealed that stress symptoms, including psychological and psychosomatic manifestations, are prevalent among dental students. Apparently some stressors are inherent in dental studies. Nevertheless, suggested strategies and preventive interventions can reduce or eliminate many sources of stress and appropriate support services should be readily available. A key point for the Working Group has been the discrimination between 'teaching' and 'learning'. It is suggested that the educational content should be made available to students through a variety of methods, because individual learning styles and preferences vary considerably. Regardless of the educational philosophy adopted, students should be placed at the centre of the process. Moreover, it is critical that they are encouraged to take responsibility for their own learning. Other improvements suggested include increased formative assessment and self-assessment opportunities, reflective portfolios, collaborative learning, familiarization with and increased implementation of information and communication technology applications, early clinical exposure, greater emphasis on qualitative criteria in clinical education, community placements, and other extracurricular experiences such as international exchanges and awareness of minority and global health issues. The establishment of a global network in dental education is firmly supported but to be effective it will need active student representation and involvement.
Collapse
Affiliation(s)
- K Divaris
- University of North Carolina, Chapel Hill, NC 27599, USA.
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
Collapse
|