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Sartori LRM, Henzel LT, Chisini LA, de Oliveira LJC, Sabóia VDPA, Correa MB. Discrimination and dental students: What is the reality in Brazilian institutions? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:130-141. [PMID: 37315153 DOI: 10.1111/eje.12929] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Revised: 10/05/2022] [Accepted: 05/26/2023] [Indexed: 06/16/2023]
Abstract
INTRODUCTION This study aimed to evaluate whether there is discrimination in the dental educational environment, assess the main reasons for the discriminatory events, and if there is an association between discriminatory episodes and sociodemographic characteristics of undergraduate dental students. MATERIALS AND METHODS This observational cross-sectional study was conducted with a self-administered questionnaire to students enrolled in three Brazilian dental schools. Questions included sociodemographic characteristics and the occurrence of discriminatory episodes in the dental academic environment. Descriptive analysis was performed in RStudio 1.3 (R Core Team, RStudio, Inc., Boston, USA) software and the associations were tested using Pearson's chi-square test, considering 95% confidence intervals. RESULTS A total of 732 dental students were included, with a response rate of 70.2%. The vast majority of students were female (66.9%), with white/yellow skin colour (67.9%), and with a mean age of 22.6 (SD 4.1) years. Sixth-eight percent of students reported having experienced some discrimination in the academic environment and most reported feeling uncomfortable with the episode. The main reasons to have been discriminated against raised by students were specific behaviour/habit, have specific moral, ethical, and aesthetic values, gender, and socioeconomic status or social class. The occurrence of discriminatory episodes was associated with female gender (p = .05), non-heterosexual sexual orientation (p < .001), studying in public institutions (p < .001), receiving an institutional scholarship (p = .018), and being in the final undergraduate cycle (p < .001). CONCLUSION The occurrence of discriminatory episodes was common in Brazilian dental higher education. Discriminatory situations generate traumas and psychological marks, causing a loss of diversity within the academic environment that leads to loss of productivity, creativity, and innovation. Thus, strong institutional policies against discrimination are crucial to create a healthy dental academic environment.
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Bizhang M, Adib Shaban H, Vahlenkamp A, Zimmer S, Möltner A, Ehlers J. Reduction of discrepancies between students and instructors in the assessment of practical tasks through structured evaluation sheets and peer feedback. Sci Rep 2024; 14:1514. [PMID: 38233449 PMCID: PMC10794213 DOI: 10.1038/s41598-024-51953-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Accepted: 01/11/2024] [Indexed: 01/19/2024] Open
Abstract
The aim of this study was to reduce discrepancies between students and instructors in a preclinical dental course by employing structured peer feedback based on a detailed evaluation sheet. In a crossover study of dental students (n = 32), which compared peer feedback using an evaluation sheet (test) with the traditional method (control), participants completed tasks involving cavity and partial crown preparation. The practical tasks were scored numerically on a scale ranging from one (excellent) to six (failure). The amount of feedback provided by the instructor was also recorded. Statistical analysis was conducted using Wilcoxon signed-rank tests (p < 0.05). Regarding cavity preparation, no statistically significant difference was observed (median (25th-75th percentile)) between the grades received by the test (2.00 (1.50-3.00)) and control groups (2.25 (2.00-3.00)). However, the grades pertaining to partial crown preparation exhibited a statistically significant difference between the test (2.25 (2.00-2.50)) and control (2.50 (2.00-3.00)) groups. LimeSurvey and five-finger feedback were used to assess satisfaction with the new method, revealing that most students found the evaluation sheet and peer feedback to be effective. Within the limitations of this study, structured peer feedback using the evaluation sheet positively impacted grades pertaining to partial crown preparation, requiring less instructor feedback.
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Affiliation(s)
- Mozhgan Bizhang
- Faculty of Health, Department of Operative Dentistry and Preventive Dentistry, School of Dentistry, Witten/Herdecke University, 58448, Witten, Germany.
| | - Havre Adib Shaban
- Faculty of Health, Department of Operative Dentistry and Preventive Dentistry, School of Dentistry, Witten/Herdecke University, 58448, Witten, Germany
| | - Andreas Vahlenkamp
- Faculty of Health, Department of Prosthodontics and Dental Technology, School of Dentistry, Witten/Herdecke University, 58448, Witten, Germany
| | - Stefan Zimmer
- Faculty of Health, Department of Operative Dentistry and Preventive Dentistry, School of Dentistry, Witten/Herdecke University, 58448, Witten, Germany
| | - Andreas Möltner
- Center of Excellence for Assessment in Medicine, University of Heidelberg, Grabengasse 1, 69117, Heidelberg, Germany
| | - Jan Ehlers
- Chair of Didactics and Educational Research in Health Care, Witten/Herdecke University, 58448, Witten, Germany
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Almalki SA, AlJameel AH, Alghomlas Z, Alothman T, Alhajri F. Assessing the predictive validity of pre-admission criteria on dental students' academic performance: a cross-sectional study. BMC Oral Health 2024; 24:90. [PMID: 38229137 DOI: 10.1186/s12903-023-03839-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2023] [Accepted: 12/27/2023] [Indexed: 01/18/2024] Open
Abstract
BACKGROUND This study examines the multifaceted factors influencing academic performance among dental students in Saudi Arabia, exploring the complex relationships between demographic, educational, and psychological variables and students' Grade Point Averages (GPAs) to enhance global dental education admission strategies. METHODS Data on demographics, academic performance indicators (including GPA, high school grades, test scores), accommodation type, parental education, suspension history, and English proficiency were collected through an English-language electronic questionnaire from 900 dental students across multiple institutions in Riyadh. The study employed Pearson's correlation analysis to examine relationships between GPA and various academic and demographic factors. A detailed regression analysis, using a stepwise selection based on Akaike's information criteria (AIC), identified significant GPA predictors and evaluated the average marginal effects of pre-admission variables on GPA, alongside rigorous diagnostic checks to validate the model's robustness. RESULTS The study revealed a complex interplay of factors impacting GPA among dental students. High school grades, achievement, and aptitude test scores showed moderate positive correlations with GPA, while negative correlations were observed with age and number of times suspended. Regression analysis highlighted age, marital status, high school grades, and test scores as key predictors, with complex interaction effects demonstrating the layered influences of these factors. For instance, the negative impact of age on GPA was moderated by high school grade and aptitude test score. The analysis also highlighted the significant marginal effects of various pre-admission variables on GPA, such as the negative average impact of age and the positive impact of high school grades. CONCLUSIONS This study provides valuable insights into the multifaceted determinants of academic success in dental education. Our findings underscore the significant roles of high school grades, achievement, and aptitude test scores, as well as the nuanced influence of age and marital status on GPA. These results advocate for a holistic approach in evaluating candidates for dental programs and have broader implications for global dental education, emphasizing the need for comprehensive admission strategies.
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Affiliation(s)
- Sultan A Almalki
- Department of Preventive Dental Sciences, College of Dentistry, Prince Sattam Bin AbdulAziz University, 11942, Al-Kharj, Saudi Arabia.
| | - AlBandary H AlJameel
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, 11545, Riyadh, Saudi Arabia
| | - Ziyad Alghomlas
- College of Dentistry, Prince Sattam Bin AbdulAziz University, 11942, Al-Kharj, Saudi Arabia
| | - Tameem Alothman
- College of Dentistry, Prince Sattam Bin AbdulAziz University, 11942, Al-Kharj, Saudi Arabia
| | - Fawaz Alhajri
- College of Dentistry, Prince Sattam Bin AbdulAziz University, 11942, Al-Kharj, Saudi Arabia
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Ghasempour S, Esmaeeli M, Abbasi A, Hosseinzadeh A, Ebrahimi H. Relationship between academic success, distance education learning environments, and its related factors among medical sciences students: a cross-sectional study. BMC MEDICAL EDUCATION 2023; 23:847. [PMID: 37946138 PMCID: PMC10633937 DOI: 10.1186/s12909-023-04856-3] [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: 08/05/2023] [Accepted: 11/07/2023] [Indexed: 11/12/2023]
Abstract
BACKGROUND Academic success is among the most important criteria for determining students' competence. Hence, one of the concerns of education system researchers has always been investigating its associated factors. Therefore, this study aimed to determine the relationship between academic success, distance education learning environments, and its related factors among Shahroud University of Medical Sciences students. METHODS This cross-sectional study was conducted on 208 medical sciences students who completed at least two online and two in-person academic semesters. Participants were selected through the convenience sampling method and filled out three questionnaires, including the demographic information form, the Academic Success Inventory for College Students, and the Distance Education Learning Environments Survey. Finally, the data were analyzed using descriptive statistics and inferential tests (t-test, ANOVA, Pearson's correlation coefficient, and multiple linear regression). RESULTS In this study, students reported moderate levels of academic success (107.81 ± 10.72). Moreover, they assessed their distance education learning environment as the positive points were more than the negative points (74.10 ± 14.89). Distance education learning environment (β = 0.233 and P < 0.001) and field satisfaction (β = 9.797 and P = 0.001) were also mentioned as factors related to students' academic success. CONCLUSION According to the present results, it is suggested to improve the learning environment of distance education and increase students' satisfaction to enhance their academic outcomes such as academic success.
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Affiliation(s)
- Saeed Ghasempour
- Student Research Committee, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran
| | - Maede Esmaeeli
- Student Research Committee, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran
| | - Ali Abbasi
- Department of Nursing, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran
| | - Ali Hosseinzadeh
- Department of Epidemiology, School of Public Health, Shahroud University of Medical Sciences, Shahroud, Iran
- Center for Health Related Social and Behavioral Sciences Research, Shahroud University of Medical Sciences, Shahroud, Iran
| | - Hossein Ebrahimi
- Center for Health Related Social and Behavioral Sciences Research, Shahroud University of Medical Sciences, Shahroud, Iran.
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Khalaf ME, Ziada H, Abubakr NH. The Dental Educational Environment of Online and Blended Learning during COVID-19, and the Impact on the Future of Dental Education. Dent J (Basel) 2023; 11:dj11020041. [PMID: 36826186 PMCID: PMC9955313 DOI: 10.3390/dj11020041] [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] [Received: 12/08/2022] [Revised: 01/29/2023] [Accepted: 02/02/2023] [Indexed: 02/10/2023] Open
Abstract
Blending face-to-face and online learning should create a focused environment that supports deep and meaningful teaching and learning that engages learners in a more active and collaborative educational experience. The present study aimed to evaluate students' online and blended learning educational environment self-perception at the Faculty of Dentistry, Kuwait University, during the COVID-19 pandemic. METHODS Undergraduate dental students who participated in blended learning with online lectures were invited to participate. The sample was a non-probability convenient sample, which included all clinical dental students invited to participate, who were enrolled in the fifth, sixth, and seventh (clinical year) years. All 69 students in these three clinical years were invited to participate. Electronic consent to participate and a self-administered questionnaire of two parts were completed. Part one of the questionnaire utilized the five subscales of the Dundee Ready Educational Environment Measure (DREEM) questionnaire; part two was developed in addition to evaluate the online teaching and learning subscales. RESULTS Descriptive statistics and analyses of variance were performed; Pearson correlations were made between the additional supplemental online teaching subscale and the original DREEM subscales. The mean students' perception of the teacher was high, followed by the academic self-perception and then the learning perception. Students' social self-perceptions had the lowest reported scores. Students' perceptions varied by year of education in all subscales except for the online domain. In comparing all domains (DREEM and the online component), graduating students (final year) had a more favorable perception than other students. CONCLUSIONS Within the limitations of the present study, online and blended learning were positively perceived, excluding the social self-perception and the perception that the online teaching time was not well used.
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Affiliation(s)
- Mai E. Khalaf
- Department of General Dental Practice, Faculty of Dentistry, Kuwait University, Safat 13110, Kuwait
- Correspondence:
| | - Hassan Ziada
- Department of Clinical Dental Sciences, School of Dental Medicine, University of Nevada, Las Vegas, NV 89106, USA
| | - Neamat Hassan Abubakr
- Department of Biomedical Sciences, School of Dental Medicine, University of Nevada, Las Vegas, NV 89106, USA
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Negash TT, Eshete MT, Hanago GA. Anesthesia students' perception of the educational environment and academic achievement at Debre Tabor University and University of Gondar, Ethiopia: a comparative cross-sectional study. BMC MEDICAL EDUCATION 2022; 22:552. [PMID: 35840966 PMCID: PMC9287941 DOI: 10.1186/s12909-022-03611-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Accepted: 07/06/2022] [Indexed: 05/07/2023]
Abstract
BACKGROUND Excellence in Anesthesia education has been advocated to meet the current and future needs of the society. Educational environment plays significant role in determining students' learning and academic achievement. This study assessed the perception of Anesthesia students on their educational environment and it association with their academic achievement at Debre Tabor University and University of Gondar. METHODS A comparative cross-sectional study design was employed on 3rd and 4th year students. Dundee Ready Educational Environment Measure (DREEM) was used to assess students' perception on their educational environment. Perceived performance, Cumulative Grade Point Average (CGPA) and 100 MCQ items were used to assess the academic achievement of the students. An independent t-test was used to assess the differences in the perception of educational environment and academic achievements. Bivariate and multivariable linear regressions were fitted to assess the relationship between perception on educational environment and academic achievement. A P-value of less than 0.05 was used to declare the statistical significance. RESULT A total of 123 students (91 from University of Gondar and 32 from Debre Tabor University) were participated on this study. The study showed no statistically significant differences between the groups on the perception of students on the educational environment on DREEM total and subscale scores, and academic achievements. However, there were statistically significant differences in some items of the educational environment measures. On multivariable linear regression; entrance exam result, students' perception of teachers, students' academic self -perception and students' social self-perception showed positive correlation with students' academic achievement (ß = 0.003 & P = 0.04, ß = 0.009 & P = 0.9, ß = 0.06 & P = 0.42, ß = 0.06 & P = 0.39, ß = 0.14 & P = 0.015 and ß = 0.13 & P = 0.023) respectively. CONCLUSION The perception of students on the educational environment was found to be more positive and there was no statistically significant differences in total and domains of DREEM scores and academic achievement of students between the two institutions. Entrance exam result and more positive perception of the educational environment were positively associated with academic achievement of students.
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Affiliation(s)
- Tadese Tamire Negash
- Department of Anesthesia, College of Health Sciences, Debre Tabor University, Debre Tabor, Ethiopia.
| | - Million Tesfaye Eshete
- Department of Anesthesiology and Critical Care, Institute of Health, Jimma University, Jimma, Ethiopia
| | - Getu Ataro Hanago
- Department of Anesthesia, College of Health Sciences, Hawassa University, Hawassa, Ethiopia
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What do the undergraduate medical students think of their educational environment. Int J Health Sci (Qassim) 2022. [DOI: 10.53730/ijhs.v6ns3.6228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Context: Assessment of medical education is important to identify the deficiencies in medical educational environment. Dundee Ready Education Environment Measure (DREEM) is a pre-validated inventory tool that helps to assess and thereby address those deficiencies. Aims: To know about the student’s perception regarding the education environment at Rajendra Institute of Medical sciences (RIMS), Ranchi. Methods and Material: This cross-sectional study was conducted amongst the undergraduate medical students of 2017, 2018 and 2019 batch studying at RIMS, Ranchi; between the periods of January 2020 to March 2020.
Statistical analysis used: Means (with standard deviations) were used to describe sample variables. Mann Whitney U test was used to compare the individual as well as the subscale and overall scores with gender and the Kruskal Wallis H test was used to compare the subscale and overall sores with the batch to which respondent belonged to. Results: Out of a total 450 students, 291 submitted the Google forms representing an overall response ratio of 65%. Most number of responses was submitted by undergraduates from 2019 batch (93%).
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Stormon N, Sexton C, Ford PJ, Eley DS. Understanding the well-being of dentistry students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:1-10. [PMID: 33474765 DOI: 10.1111/eje.12666] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2020] [Revised: 11/04/2020] [Accepted: 01/07/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The transactional model of stress is a framework describing the process for coping with stressful events as a relationship between the individual person and environment. This study aimed to investigate the associations between personality, learning environment and experiences of mental health for a cohort of Australian dentistry students. MATERIALS AND METHODS Students were invited in 2017 to complete an online questionnaire including the Depression, Anxiety and Stress Scale (DASS-21), The Dundee Ready Education Environment Measure (DREEM) and Cloninger's Temperament and Character Inventory (TCIR-140). Students were followed-up one year later, and generalised estimating equations were used. RESULTS A total of 219 (response 73.5%) students participated in the study. Two personality profiles of dentistry students were identified. Group 1 were significantly higher in the traits persistence, self-directedness, cooperativeness and reward dependence, whereas Group 2 were significantly higher in harm avoidance. Students with Group 2 personality had a 3.12 (CI:1.72-5.65) increased odds of depression compared to Group 1 students. Compared to students with positive perceptions of the learning environment, students with negative perceptions had increased odds of stress (3.48, CI: 1.85-6.53), depression (2.71, CI: 1.57- 4.65) and anxiety (2.59, CI: 1.56-4.28). CONCLUSION Students with personalities high in levels of self-directedness, cooperativeness and persistence and low in harm avoidance, as found in Group 1, demonstrate high levels of general well-being. Positive perceptions of the dentistry learning environment were found to be an important influence on students stress. This study highlighted a number of factors important to student well-being and provides direction for further investigation of interventions aimed at enhancing student well-being.
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Affiliation(s)
- Nicole Stormon
- UQ Oral Health Centre, School of Dentistry, The University of Queensland, Brisbane, Qld, Australia
| | - Christopher Sexton
- UQ Oral Health Centre, School of Dentistry, The University of Queensland, Brisbane, Qld, Australia
| | - Pauline J Ford
- UQ Oral Health Centre, School of Dentistry, The University of Queensland, Brisbane, Qld, Australia
| | - Diann S Eley
- Faculty of Medicine, The University of Queensland, Brisbane, Qld, Australia
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Educational Videos as an Adjunct Learning Tool in Pre-Clinical Operative Dentistry—A Randomized Control Trial. Healthcare (Basel) 2022; 10:healthcare10020178. [PMID: 35206793 PMCID: PMC8871524 DOI: 10.3390/healthcare10020178] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2021] [Revised: 01/06/2022] [Accepted: 01/10/2022] [Indexed: 11/17/2022] Open
Abstract
Background: E-learning is an important adjunct used for teaching clinical skills in medicine dentistry. This study evaluated and compared the effectiveness of e-learning resources as an additional teaching aid to traditional teaching methods in male and female students and based on CGPA scores in a pre-clinical operative skill course. Methods: A randomized control trial was conducted in the College of Dentistry, Jouf University, to assess the impact of e-learning resources in learning clinical skills in a pre-clinical operative dentistry course. Fifty second-year dental students were randomly divided into two groups, with 25 students each. Group A (control group) was taught using traditional teaching methods, and Group B (intervention group) used e-learning resources along with traditional methods. Both groups were assessed using objective structured clinical examinations (OSCEs). Standardized forms prepared by faculty members were used to assess the students. The students also filled in a questionnaire afterwards to provide feedback regarding the e-learning resources. Results: The difference between both groups was statistically significant (p < 0.05). Female students performed better in three OSCE stations out of six. Furthermore, the students positively responded to the use of additional resources. Conclusion: The use of e-learning resources in pre-clinical operative dentistry courses can be a useful adjunct to traditional teaching methods and can result in better learning of dental pre-clinical operative skills.
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Chew QH, Tan E, Sum MY, Sim K. Inter-relationships between perception of educational environment and learning processes within medical undergraduate psychiatry teaching: a mediational analysis. MEDICAL EDUCATION ONLINE 2021; 26:1998944. [PMID: 34720060 PMCID: PMC8567940 DOI: 10.1080/10872981.2021.1998944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Revised: 10/19/2021] [Accepted: 10/23/2021] [Indexed: 06/13/2023]
Abstract
Amongst medical undergraduates, the perception of educational environment (EE) has been associated with academic achievement and positive attitude toward the course. Nonetheless, there are sparse data on how it influences various learning processes and outcomes especially within psychiatry training. Consistent with situativity and self-determination learning theories, we hypothesized that a positive perception of the EE within psychiatry postings will be beneficial for the learning process, specifically pertaining to greater motivation to learn, better engagement, allowing them to feel more equipped, and greater appreciation of the subject. The DREEM (Dundee Ready Education Environment Measure) was administered to fourth-year medical undergraduate students from the Yong Loo Lin School of Medicine, Singapore, undergoing psychiatry rotations from 2015 to 2019. The students also completed five additional items evaluating the specific learning processes (motivation to learn, engagement, equipping, and appreciation of the subject) and overall rating of the posting. We examined the relationship between DREEM domains and learning processes using correlation analysis. We explored learning processes as mediators of the relationship between total DREEM scores and overall rating of the posting. Altogether, 1343 (response rate 89.5%) medical undergraduates participated in the study. The overall DREEM score was 157.01 ± 15.86. Overall DREEM and subdomain scores were significantly correlated with several learning processes (r = 0.354 to 0.558, all p < .001). Motivation and engagement were significant mediators of the relationship between total DREEM scores and overall rating of the psychiatry posting. Our results highlighted that a positive perception of EE was associated with the specific learning processes that mediated the overall rating of the posting. In the context of relevant learning theories and our study findings, improvement of the EE within undergraduate psychiatry training can potentially enhance overall learning experience through better motivation and engagement of our learners.
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Affiliation(s)
- Qian Hui Chew
- Research Division, Institute of Mental Health, Singapore
| | - Eelin Tan
- Radiology, Kk Women’s and Children’s Hospital, Singapore
| | - Min Yi Sum
- Research Division, Institute of Mental Health, Singapore
| | - Kang Sim
- West Region, Institute of Mental Health, Singapore
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Serrano CM, Lagerweij MD, de Boer IR, Bakker DR, Koopman P, Wesselink PR, Vervoorn JM. Students' learning environment perception and the transition to clinical training in dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:829-836. [PMID: 33474787 PMCID: PMC8597140 DOI: 10.1111/eje.12662] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/28/2020] [Revised: 12/11/2020] [Accepted: 01/09/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The learning environment (LE) influences students' behaviour, and predicts academic achievement, satisfaction and success. Measuring students' perception of the LE provides relevant information for curricular quality assurance. In this study, a LE assessment was used to observe variations in students' LE perception throughout the curriculum, to illustrate the possible influence that preclinical training (Pt) and clinical training (Ct) have on students' learning experience. MATERIALS AND METHODS All students in the six-year undergraduate dental programme (n = 849) at the Academic Centre for Dentistry Amsterdam (ACTA) were approached and divided into Pt and Ct groups according to their training phase in the curriculum. The LE was assessed using the Dundee Ready Educational Environment Measure (DREEM), and the results were evaluated using the Statistical Package for the Social Sciences (SPSS) software for distribution (Kolmogorov-Smirnov normality test), internal reliability (Cronbach's alpha) and comparative analysis (one-way ANOVA). RESULTS The questionnaire was completed by 216 (response rate=65%) Pt students and by 379 (response rate=75%) Ct students. With a general DREEM score of 124.3, significantly higher scores were found during Pt (DREEM=133.4) in comparison with the Ct phase of the curriculum (DREEM=119.2). DREEM scores steadily decreased throughout the 6-year curriculum, with the highest drops in LE perception observed in the second and third years of the programme. Significant differences in all DREEM domains were observed, with lower scores for Ct. CONCLUSION Students' LE perception deteriorates throughout the curriculum, especially within the Pt-Ct transition, during the second and third years of the programme. An inferior LE perception was observed in every domain of the LE questionnaire within this transition showing a learning experience, which requires an educational intervention. Further research is required to better understand the educational needs of the Pt-Ct transition at this school.
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Affiliation(s)
- Carlos M. Serrano
- Evidence Based ClinicAcademic Centre for Dentistry Amsterdam (ACTA)AmsterdamThe Netherlands
- Educational Research & Development DepartmentAcademic Centre for Dentistry Amsterdam (ACTA)AmsterdamThe Netherlands
| | - Maxim D. Lagerweij
- Section of CariologyAcademic Centre for Dentistry Amsterdam (ACTA)AmsterdamThe Netherlands
| | - Ilse R. de Boer
- Educational Research & Development DepartmentAcademic Centre for Dentistry Amsterdam (ACTA)AmsterdamThe Netherlands
| | - Dirk R. Bakker
- Evidence Based ClinicAcademic Centre for Dentistry Amsterdam (ACTA)AmsterdamThe Netherlands
- Educational Research & Development DepartmentAcademic Centre for Dentistry Amsterdam (ACTA)AmsterdamThe Netherlands
| | - Pepijn Koopman
- Educational Research & Development DepartmentAcademic Centre for Dentistry Amsterdam (ACTA)AmsterdamThe Netherlands
| | | | - Johanna M. Vervoorn
- Educational Research & Development DepartmentAcademic Centre for Dentistry Amsterdam (ACTA)AmsterdamThe Netherlands
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Kaurani P, Batra K, Rathore Hooja H, Banerjee R, Jayasinghe RM, Leuke Bandara D, Agrawal N, Singh V. Perceptions of Dental Undergraduates Towards Online Education During COVID-19: Assessment from India, Nepal and Sri Lanka. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1199-1210. [PMID: 34703351 PMCID: PMC8523318 DOI: 10.2147/amep.s328097] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Accepted: 09/27/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE The social distancing mandates instituted during COVID-19 pandemic mark the sudden transition in the mode of dental education's delivery to the virtual instruction. It is vital to assess students' perceptions towards virtual learning environments, particularly among those gaining education in resource-strained countries. This cross-sectional study aims to assess the perceptions of dental undergraduates towards online education, environment and transferable skills and patient care during COVID-19 in India, Nepal, and Sri Lanka. MATERIALS AND METHODS Dental preclinical and clinical undergraduate students from India, Nepal and Sri Lanka were recruited from November 2020 to March 2021 through a 47-item web-based survey consisting of psychometrically valid subscales of Dundee Ready Educational Environment Measure (DREEM) and Transferable Skills Questionnaire. The mean scores of students' perceptions of learning, environment, and patient care skills were compared among preclinical and clinical students of the participating countries. RESULTS Of total 930 participants, 44.4% were from India, 26.1% from Sri Lanka and 29.5% responses from Nepal. Sri Lanka reported the highest mean scores across all domains of perception indicative of positive attitude. Clinical students from all participating countries had statistically significantly higher positive perception of transferable skills in patient care as opposed to their preclinical counterparts. On the contrary, perception towards learning was higher among preclinical students as opposed to clinical students. These differences were statistically significant for Nepal and Sri Lanka. CONCLUSION The findings of this study underscore the need to develop and implement effective online dental educational interventions to foster academic growth and essential practical skills without compromising academic rigor and continuity in the dental education curriculum.
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Affiliation(s)
- Pragati Kaurani
- Department of Prosthodontics Crown and Bridge, Mahatma Gandhi Dental College and Hospital, Jaipur, 302022, India
| | - Kavita Batra
- Office of Research, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas, Las Vegas, NV, 89102, USA
| | | | - Rajlakshmi Banerjee
- Department of Prosthodontics, VSPM Dental College and Research Centre, Nagpur, Maharashtra, 440019, India
| | - Rasika Manori Jayasinghe
- Department of Prosthetic Dentistry, Faculty of Dental Sciences, University of Peradeniya, Peradeniya, 20400, Sri Lanka
| | - Dhanushka Leuke Bandara
- Department of Oral Medicine and Periodontology, Faculty of Dental Sciences, University of Peradeniya, Peradeniya, 20400, Sri Lanka
| | - Navin Agrawal
- Department of Conservative Dentistry, B.P. Koirala Institute of Health Sciences, Dharan, Nepal
| | - Vimmi Singh
- Department of Conservative Dentistry, B.P. Koirala Institute of Health Sciences, Dharan, Nepal
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Aldowsari MK, Al-Ahmari MM, Aldosari LI, Al Moaleem MM, Shariff M, Kamili AM, Khormi AQ, Alhazmi KA. Comparisons Between Preclinical and Clinical Dental Students' Perceptions of the Educational Climate at the College of Dentistry, Jazan University. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:11-28. [PMID: 33469403 PMCID: PMC7810588 DOI: 10.2147/amep.s287741] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Accepted: 12/01/2020] [Indexed: 06/12/2023]
Abstract
PURPOSE The aim of this study was to compare the preclinical and clinical undergraduate dental students' perceptions of their educational climate (EC). In addition it will be compared with other local and international studies. MATERIALS AND METHODS Students enrolled in their third and fourth years (preclinical phase) and students in their fifth and sixth years (clinical phase) of the Bachelor of Dental Science at the University of Jazan, Saudi Arabia, were invited to complete a WhatsApp media survey, which included demographics and the Dundee Ready Education Environment Measure (DREEM). This scale measured students' overall perceptions of the EC in five domains: learning, teaching, academic self-perception, atmosphere, and social self-perception. Data were analyzed with Student's t-tests and ANOVA to compare between and within groups. RESULTS A total of 272 participants, 140 (51.5%) preclinical and 132 (48.5%) clinical students,took part in the study. Students were generally positive about their learning climate, with overall DREEM scores of 125.19 and 126.21 (preclinical) to 124.10 (clinical) out of a possible score of 200 phases. Student's perceptions of teaching (26.18±3.24/72.72%) and atmosphere (28.08±5.29/63.82%) were the highest and lowest scores, respectively, and both scores were positive. CONCLUSION No differences between the preclinical and clinical phases of the curriculum point to the structure of learning, teaching, academic, social self-perception in health professional degrees. Further research should investigate the weak points in the social and atmospheric climate.
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Affiliation(s)
- Mannaa K Aldowsari
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Manea M Al-Ahmari
- Department of Periodontics and Community Dental Sciences, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Lujain I Aldosari
- Prosthetic Department, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Mohammed M Al Moaleem
- Department of Prosthetic Dental Science, College of Dentistry, Jazan University, Jazan, Saudi Arabia
| | - Mansoor Shariff
- Department of Prothetic Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Ahmed M Kamili
- College of Dentistry, Jazan University, Jazan, Saudi Arabia
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D'souza K, Rajput S, Kumar A, Aras M. Assessing dental education environment in India: Foundation for future-A systematic review. JOURNAL OF INDIAN ASSOCIATION OF PUBLIC HEALTH DENTISTRY 2021. [DOI: 10.4103/jiaphd.jiaphd_205_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Stormon N, Ford PJ, Eley DS. DREEM-ing of dentistry: Students' perception of the academic learning environment in Australia. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:35-41. [PMID: 30022585 DOI: 10.1111/eje.12384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/03/2018] [Indexed: 05/06/2023]
Abstract
INTRODUCTION Continuous evaluation and improvement of the learning environment are required to respond to the changing nature of dental practice and dental education. This study aimed to describe a cohort of undergraduate dentistry students' perceptions of their learning environment. METHODS Students enrolled in years 1-4 of the Bachelor of Dental Science (Honours) programme at The University of Queensland were invited to complete an online survey which included demographics and the Dundee Ready Education Environment Measure (DREEM). This scale measures students' perception of the educational environment overall, and for five domains: Learning, Teaching, Academic self-perception, Atmosphere and Social self-perception. Data analysis was mostly descriptive, t tests and univariate statistics compared groups. RESULTS Participants (N = 192; females = 57%) were generally positive about their learning environment, with a total DREEM score of 127 of 200. Overall, Academic and Social self-perception domain scores were ranked lower than others. Students in preclinical years of study and/or had dentistry as a first career preference were more positive across all domains, except Social self-perception. CONCLUSIONS Differences between the preclinical and clinical phases of the curriculum point to the structure of teaching and learning in health professional degrees. Further research should investigate how each environmental domain more specifically correlates with other aspects of the curriculum and student progression, including well-being. This could include logistical factors such as timetabling and its effect on physical well-being, to less tangible factors that may impact on mental well-being.
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Affiliation(s)
- Nicole Stormon
- The University of Queensland, School of Dentistry, Herston, Brisbane, QLD, Australia
| | - Pauline J Ford
- The University of Queensland, School of Dentistry, Herston, Brisbane, QLD, Australia
| | - Diann S Eley
- The University of Queensland, Faculty of Medicine, Herston, Brisbane, QLD, Australia
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Chan CYW, Sum MY, Tan GMY, Tor PC, Sim K. Adoption and correlates of the Dundee Ready Educational Environment Measure (DREEM) in the evaluation of undergraduate learning environments - a systematic review. MEDICAL TEACHER 2018; 40:1240-1247. [PMID: 29361860 DOI: 10.1080/0142159x.2018.1426842] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
BACKGROUND The Dundee Ready Educational Environment Measure (DREEM) was specifically designed to measure the undergraduate medical educational environment. This study seeks to review the adoption of DREEM internationally, and its association with different learning contexts and learner factors in order to better support our learners and facilitate future applications and research. METHOD A systematic literature review was conducted on all articles that adopted and reported data using the DREEM from 1997 to April 2017. RESULTS Overall, the majority of 106 included studies from over 30 countries were conducted in Asia and Europe (76.4% of studies) within medical, dental, and nursing programs (86.8% of studies). Seventy-nine out of 98 studies (80.6%) which reported DREEM scores observed a mean total DREEM score within the range of "more positive than negative" (101-150 out of maximum 200 points). Higher DREEM scores were associated with better past academic achievement, quality of life, resilience, positive attitudes towards course, mindfulness, preparedness for practice, less psychological distress, and greater peer support. CONCLUSIONS Future studies may want to examine other correlates of DREEM such as coping styles, personality profiles, burnout level, and DREEM scores can be incorporated into reviews of learning environments to ascertain longitudinal changes following educational interventions.
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Affiliation(s)
| | - Min Yi Sum
- b Research Division , Institute of Mental Health , Singapore , Singapore
| | - Giles Ming Yee Tan
- c Department of General Psychiatry , Institute of Mental Health , Singapore , Singapore
| | - Phern-Chern Tor
- d General Psychiatry , Institute of Mental Health , Singapore , Singapore
| | - Kang Sim
- e General Psychiatry , Institute of Mental Health , Singapore , Singapore
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Serrano CM, Botelho MG, Wesselink PR, Vervoorn JM. Challenges in the transition to clinical training in dentistry: An ADEE special interest group initial report. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e451-e457. [PMID: 29396888 DOI: 10.1111/eje.12324] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/29/2017] [Indexed: 06/07/2023]
Abstract
INTRODUCTION Curricular integration in higher education has been widely supported in the educational literature. As a result, several health care and specifically dental curricula have evolved from compartmentalised disciplinary training to integrated modalities; however, in many courses, a pre-clinical-clinical watershed remains a barrier to integration in dental education. This article introduces a general description of the pre-clinical-clinical transition in dentistry according to the outcomes of the discussion held during the first working group session of the "Transition to Clinical Training" Special Interest Group during the 2016 annual meeting of the Association for Dental Education in Europe. MATERIALS AND METHODS An online questionnaire was made available before the meeting to survey the curricular characteristics of the participants' schools. During the meeting, a working session related to the pre-clinical-clinical transition occurred. Conclusions from the discussion are summarised in this article. RESULTS Fourteen dental schools from 12 countries participated in the online survey. The included programmes had an average duration of 5.3 years (SD = 0.48), with high school or the local equivalent as the required entrance level for dentistry. The hybrid curriculum was the leading curriculum design (n = 9) followed by competence-based curricula (n = 3), with patient treatment as the core of clinical training in every included programme. CONCLUSION The pre-clinical-clinical transition in dentistry is a recognisable matter in dental education that requires assessment and research to ease the management of a stage with relevant influence on educational outcomes. This article presents an initial framework for further research and educational intervention.
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Affiliation(s)
- C M Serrano
- Institute of Education, Academic Centre for Dentistry Amsterdam ACTA, Amsterdam, The Netherlands
| | - M G Botelho
- Prosthodontics, Faculty of Dentistry, University of Hong Kong, Hong Kong, Hong Kong
| | - P R Wesselink
- Department of Cariology and Endodontology, Academic Centre for Dentistry Amsterdam ACTA, Amsterdam, The Netherlands
| | - J M Vervoorn
- Educational Research and Development, Academic Centre for Dentistry Amsterdam ACTA, Amsterdam, The Netherlands
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Sidhu NS, Clissold E. Developing and validating a tool for measuring the educational environment in clinical anesthesia. Can J Anaesth 2018; 65:1228-1239. [PMID: 29992467 DOI: 10.1007/s12630-018-1185-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2017] [Revised: 04/30/2018] [Accepted: 05/14/2018] [Indexed: 11/26/2022] Open
Abstract
PURPOSE We aimed to develop a contemporary measure for anesthesia teaching and learning in the operating theatre that was applicable to a variety of training jurisdictions, the Measure for the Anaesthesia Theatre Educational Environment (MATE). METHODS A systematic review of the literature and modified Delphi approach was used to identify items for content validity. Reliability and exploratory factor analyses were conducted after a pilot survey of trainees to show construct validity, with removal of redundant items. Item domains were identified through a global assessment of factor structure accuracy and relation to real-world constructs. RESULTS Literature review generated an initial 73-item list. A modified Delphi approach with 24 experts identified 44 relevant items. The pilot survey generated 390 responses. Reliability analysis, exploratory factor analysis, and global assessment refined the measure to 33 items. Four domains were identified according to factor structure: teaching preparation and practice, assessment and feedback, procedures and responsibility, and overall atmosphere. The educational environment was rated by trainees at 74.6 ± 15.6% with excellent internal consistency (Cronbach's α = 0.975). CONCLUSION The MATE survey tool generated valid and reliable scores when measuring the educational environment in the operating theatre. Further research is required to investigate possible differences between the training countries and age of junior doctors and the associated underlying factors. Other researchers are invited to administer the survey and share results within a central database.
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Affiliation(s)
- Navdeep S Sidhu
- Department of Anaesthesia and Perioperative Medicine, North Shore Hospital, 124 Shakespeare Road, Takapuna, Auckland, 0620, New Zealand.
| | - Eleri Clissold
- Institute for Innovation and Improvement, Waitemata District Health Board, Auckland, New Zealand
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