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Mukhalalati B, Yakti O, Elshami S. A scoping review of the questionnaires used for the assessment of the perception of undergraduate students of the learning environment in healthcare professions education programs. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024:10.1007/s10459-024-10319-1. [PMID: 38683300 DOI: 10.1007/s10459-024-10319-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/26/2023] [Accepted: 02/18/2024] [Indexed: 05/01/2024]
Abstract
The learning environment (LE) includes social interactions, organizational culture, structures, and physical and virtual spaces that influence the learning experiences of students. Despite numerous studies exploring the perception of healthcare professional students (HCPS) of their LE, the validity evidence of the utilized questionnaires remains unclear. This scoping review aimed to identify questionnaires used to examine the perception of undergraduate HCPS of their LE and to assess their validity evidence. Five key concepts were used: (1) higher education; (2) questionnaire; (3) LE; (4) perception; and (5) health professions (HP). PubMed, ERIC, ProQuest, and Cochrane databases were searched for studies developing or adapting questionnaires to examine LE. This review employed the APERA standards of validity evidence and Beckman et al. (J Gen Intern Med 20:1159-1164, 2005) interpretation of these standards according to 5 categories: content, internal structure, response process, relation to other variables, and consequences. Out of 41 questionnaires included in this review, the analysis revealed a predominant emphasis on content and internal structure categories. However, less than 10% of the included questionnaires provided information in relation to other variables, consequences, and response process categories. Most of the identified questionnaires received extensive coverage in the fields of medicine and nursing, followed by dentistry. This review identified diverse questionnaires utilized for examining the perception of students of their LE across different HPs. Given the limited validity evidence for existing questionnaires, future research should prioritize the development and validation of psychometric measures. This will ultimately ensure sound and evidence-based quality improvement measures of the LE in HP education programs.
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Affiliation(s)
- Banan Mukhalalati
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU Health, Qatar University, PO Box 2713, Doha, Qatar.
| | - Ola Yakti
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU Health, Qatar University, PO Box 2713, Doha, Qatar
| | - Sara Elshami
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU Health, Qatar University, PO Box 2713, Doha, Qatar
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Cheng HC, Wang YC, Jeng Y, Chen SLS. The performance of the two-year postgraduate year dentist training program in Taiwan. J Dent Sci 2022; 17:913-919. [PMID: 35756818 PMCID: PMC9201626 DOI: 10.1016/j.jds.2022.01.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Revised: 01/09/2022] [Indexed: 11/28/2022] Open
Abstract
Background/purpose The postgraduate year dentist training program (PGYD) officially implemented in 2010. This study aimed to assess PGYD trainees’ subjective satisfaction perception and objective competence performance according to different training institutions (either dental clinics or hospitals). Materials and methods A nationwide cross-sectional survey was conducted in 2018. Subjective satisfaction questionnaires from 222 PGYD trainees and 166 PGYD trainees’ scores of objective structured clinical examinations (OSCEs) were collected for analysis. The t-test and logistic regression were used to compare differences between two groups. Results In subjective satisfaction, PGYD trainees in hospitals revealed less positive perceptions on teachers (odds ratios [ORs] range: 0.33–0.7) and on training plans and auxiliary facilities (ORs range: 0.23–0.69), but they had more opportunities to attend and present at professional meetings than those in clinics. In PGYD trainees’ opinion, the optimal training period allocation was 25% in hospitals and 75% in clinics. Overall, trainees in hospitals had better OSCE scores than those in clinics (OR [95% confidence interval, CI]: 3.12 [1.68–5.79]), except for the item of “the relation between physical condition and dental treatment outcome” (0.3 [0.1–0.97]). Conclusion PGYD trainees in dental clinics have more positive perceptions on teachers and on training plans and auxiliary facilities, but PGYD trainees in hospitals have better OSCE scores. PGYD trainees prefer to be trained in clinics for a better connection with future careers, while hospitals can offer better training for PGYD trainees to become independent dentists because they have better training environment and more educational resources.
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Sellberg M, Palmgren PJ, Möller R. -A cross-sectional study of clinical learning environments across four undergraduate programs using the undergraduate clinical education environment measure. BMC MEDICAL EDUCATION 2021; 21:258. [PMID: 33952210 PMCID: PMC8097825 DOI: 10.1186/s12909-021-02687-8] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2020] [Accepted: 04/25/2021] [Indexed: 05/11/2023]
Abstract
BACKGROUND The clinical learning environment (CLE) influences students' achievement of learning outcomes and the development of their professional behaviors. However, CLEs are not always optimal for learning because of clinical productivity expectations and a lack of support from supervisors. The purpose of this study was to describe and compare students' perceptions of their CLEs across four undergraduate programs. METHODS This study is cross-sectional. In total, 735 students who were registered in the medical, nursing, physiotherapy, and speech-language pathology (SLP) programs were invited to participate. Data were collected using an online survey, which included demographics and the Undergraduate Clinical Education Environment Measure (UCEEM). The UCEEM consists of 26 items congregated into two overarching dimensions-experiential learning and social participation-with four subscales: opportunities to learn in and through work and quality of supervision, preparedness for student entry, workplace interaction patterns and student inclusion, and equal treatment. RESULTS In total 280 students (median age 28; range: 20-52; 72% females) returned the questionnaire. The mean total UCEEM score was 98.3 (SD 18.4; range: 91-130), with physiotherapy students giving the highest scores and medical students the lowest. The mean scores for the dimensions experiential learning and social participation for all the students were 62.8 (SD 13.6; range 59-85) and 35.5 (SD 6.2; range 13-45), respectively. Medical students rated the lowest for all subscales. The items receiving the highest ratings concerned equal treatment, whereas those receiving the lowest ratings concerned supervisors' familiarity with the learning objectives. There were few statistically significant differences between the semesters within each program. CONCLUSIONS The students generally hold positive perceptions toward their CLEs. However, the students from the medical and nursing programs rated their learning environment lower than did the students from the physiotherapy and SLP programs. Importantly, in several aspects, the medical students provided significantly lower ratings for their CLE compared with the students from the other programs. The medical students' low ratings for their supervisors' familiarity with the learning objectives underscore the need to ensure that the prerequisites for optimal supervision are met.
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Affiliation(s)
- Malin Sellberg
- Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden
- Functional Area Occupational Therapy and Physiotherapy, Allied Health Professionals Function, Karolinska University Hospital, Huddinge, 171 76 Stockholm, Sweden
| | - Per J. Palmgren
- Department of Learning Informatics, Management and Ethics, Karolinska Institutet, 171 77 Stockholm, Sweden
| | - Riitta Möller
- Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, 171 77 Stockholm, Sweden
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Ali AP, Mohammadnezhad M, May W, Kabir R. The Perception of Undergraduate Dental Students Toward a Clinical Learning Environment at School of Dentistry and Oral Health, Fiji National University, Fiji. J Int Soc Prev Community Dent 2021; 11:26-32. [PMID: 33688470 PMCID: PMC7934832 DOI: 10.4103/jispcd.jispcd_333_20] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Revised: 09/29/2020] [Accepted: 12/12/2020] [Indexed: 02/05/2023] Open
Abstract
Background The clinical learning environment is one of the key factors for undergraduate dental students to excel in their academic career. There has been no previous study in Fiji regarding dental students' perception of their learning environment. Aim This study aimed at investigating the perception of undergraduate dental students toward the clinical learning environment at the School of Dentistry and Oral Health (SDOH), Fiji. Materials and Methods This is a cross-sectional prospective study conducted among 157 undergraduate dental students, all of whom were selected from three undergraduate dental programs. The modified 24-item Dental Clinical Learning Environment Inventory (DECLEI) was used to assess students' perceptions. The mean DECLEI score was interpreted as follows: ≤19.9 is very poor perception, 20-39.9 is poor perception, 40-59.9 is moderate perception, 60-79.9 is good perception, and >80 is excellent perception toward the clinical learning environment. A correlation test was used to examine the relationship between independent variables and DECLEI scores. P < 0.05 was considered as level of significance. Results The response rate was 82.8%. Majority of the participants (76.9%) were in the age range of 20-29 years, were females (72.3%), and were Fijians of Indian descent (75.4%). The mean DECLEI score was 70.83 ± 9.11 which could be interpreted as a good perception toward the clinical learning environment. Age and gender had a statistically significant negative correlation with DECLEI scores (P < 0.05). Conclusion The dental clinical learning environment at SDOH can be perceived as "good"; however, issues related to patients' missing appointment were highlighted.
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Affiliation(s)
- Ashneeta Prasad Ali
- School of Dentistry and Oral Health, College of Medicine, Nursing and Health Science, Fiji National University, Suva, Fiji
| | - Masoud Mohammadnezhad
- School of Public Health and Primary Care, College of Medicine, Nursing and Health Science, Fiji National University, Suva, Fiji
| | - William May
- College of Medicine, Nursing and Health science, Fiji National University, Suva, Fiji
| | - Russell Kabir
- Faculty of Health Education, Medicine & Social Care, Anglia Ruskin University, Cambridge, United Kingdom
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Krois N, Kossioni A, Barlow PB, Dos Santos MBF, Malhão EC, Marchini L. Preliminary validation of the Dental Clinical Learning Environment Instrument in a Brazilian dental school. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:5-11. [PMID: 32744406 DOI: 10.1111/eje.12571] [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: 01/31/2020] [Revised: 03/31/2020] [Accepted: 06/27/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION This study aimed to perform a preliminary validation of the Dental Clinical Learning Environment Instrument (DECLEI) in a Brazilian dental school. MATERIAL AND METHODS Dental Clinical Learning Environment Instrument was translated into Brazilian-Portuguese, and Brazilian DECLEI's items relevance and content validity were assessed using the content validity index (CVI). DECLEI was then distributed to 155 Brazilian undergraduate dental students attending the 7th and 8th semester of dental studies. Principal Component Analysis (PCA) was used as an initial exploration of the Brazilian DECLEI's internal structure. Item-total correlations for the remaining items were calculated to identify items with poor discrimination coefficients. The internal consistency reliability for the final set of 17 items was calculated using Cronbach's alpha coefficient. The sensitivity of the instrument to measure differences between groups regarding year in dental school, race and sex was also assessed. RESULTS The CVI was ≥0.80 for all 24 items of the Brazilian DECLEI indicating that all items were relevant to the local culture. Principal Components Analysis (PCA) provided evidence of a single dominant component containing 17 items (Cronbach's α = .86), and all 17 items met the benchmark of acceptable item-total correlation. Significant differences were found only when comparing 7th- and 8th-semester students. CONCLUSIONS Dental Clinical Learning Environment Instrument has the potential to be used as a reliable instrument to measure clinical learning environments for Brazilian dental students.
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Affiliation(s)
- Nicole Krois
- The University of Iowa College of Dentistry and Dental Clinics, Iowa City, IA, USA
| | - Anastasia Kossioni
- Division of Gerodontology, Department of Prosthodontics, Dental School, National and Kapodistrian University of Athens, Athens, Greece
| | - Patrick B Barlow
- Department of Internal Medicine, The University of Iowa Carver College of Medicine, Iowa City, IA, USA
| | | | | | - Leonardo Marchini
- Department of Preventive and Community Dentistry, The University of Iowa College of Dentistry and Dental Clinics, Iowa City, IA, USA
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Chandu V, Pachava S, Baddam VRR, Marella Y, Panchumarti MST. Qualitative evaluation of learning environment in Indian teaching dental institutions from the students’
perspective using focus group interviews. POPULATION MEDICINE 2021. [DOI: 10.18332/popmed/131263] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
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Ali AP, Mohammadnezhad M, May W, Kabir R. The Perception of Undergraduate Dental Students Toward a Clinical Learning Environment at School of Dentistry and Oral Health, Fiji National University, Fiji. J Int Soc Prev Community Dent 2021. [PMID: 33688470 DOI: 10.4103/jispcd.jispcd-333-20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023] Open
Abstract
BACKGROUND The clinical learning environment is one of the key factors for undergraduate dental students to excel in their academic career. There has been no previous study in Fiji regarding dental students' perception of their learning environment. AIM This study aimed at investigating the perception of undergraduate dental students toward the clinical learning environment at the School of Dentistry and Oral Health (SDOH), Fiji. MATERIALS AND METHODS This is a cross-sectional prospective study conducted among 157 undergraduate dental students, all of whom were selected from three undergraduate dental programs. The modified 24-item Dental Clinical Learning Environment Inventory (DECLEI) was used to assess students' perceptions. The mean DECLEI score was interpreted as follows: ≤19.9 is very poor perception, 20-39.9 is poor perception, 40-59.9 is moderate perception, 60-79.9 is good perception, and >80 is excellent perception toward the clinical learning environment. A correlation test was used to examine the relationship between independent variables and DECLEI scores. P < 0.05 was considered as level of significance. RESULTS The response rate was 82.8%. Majority of the participants (76.9%) were in the age range of 20-29 years, were females (72.3%), and were Fijians of Indian descent (75.4%). The mean DECLEI score was 70.83 ± 9.11 which could be interpreted as a good perception toward the clinical learning environment. Age and gender had a statistically significant negative correlation with DECLEI scores (P < 0.05). CONCLUSION The dental clinical learning environment at SDOH can be perceived as "good"; however, issues related to patients' missing appointment were highlighted.
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Affiliation(s)
- Ashneeta Prasad Ali
- School of Dentistry and Oral Health, College of Medicine, Nursing and Health Science, Fiji National University, Suva, Fiji
| | - Masoud Mohammadnezhad
- School of Public Health and Primary Care, College of Medicine, Nursing and Health Science, Fiji National University, Suva, Fiji
| | - William May
- College of Medicine, Nursing and Health science, Fiji National University, Suva, Fiji
| | - Russell Kabir
- Faculty of Health Education, Medicine & Social Care, Anglia Ruskin University, Cambridge, United Kingdom
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Krois NR, Kossioni AE, Barlow PB, Tabrizi M, Marchini L. Steps towards validation of the Dental Education Clinical Learning Instrument (DECLEI) in American dental schools (DECLEI-USA). J Dent Educ 2020; 84:895-901. [PMID: 32166746 DOI: 10.1002/jdd.12145] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Revised: 02/14/2020] [Accepted: 03/01/2020] [Indexed: 11/12/2022]
Abstract
PURPOSES/OBJECTIVES Few tools assess the dental school clinical learning environment from students' perspectives. Considering previous efforts to validate the Dental Education Clinical Learning Instrument (DECLEI) in the United States, the goal of this study was to look for the fewest number of items that accounted for the most amount of variability in responses and/or had the highest correlation to the total DECLEI score using a larger, multi-center sample. METHODS The DECLEI was distributed to 286 students in two dental schools (University of Iowa and University of Texas at Houston) during the 2017-2018 academic year. Two alternative methods were applied. In the first approach, all 24-items were regressed on the total composite score using a forward conditional method. In the second approach, the item-total correlation for the full scale was calculated and then items with relatively poor coefficients were eliminated. A cutoff of 0.30 or less was used. RESULTS The first approach, Total R2 by Regression Model, produced a 9-item scale accounting for 90% of the variance in total score and a Cronbach's α coefficient of 0.79. The second approach, Item-Total Correlation, produced a larger scale (20 items), as well as a higher Cronbach's α coefficient of 0.89. The instrument also presented appropriate sensitivity to measure differences between race groups and school of origin. CONCLUSION DECLEI may have the potential to be used as an instrument to measure clinical learning environments for U.S. dental students using either a smaller, concise scale (Mini DECLEI-USA) or a larger (DECLEI-USA), more thorough scale.
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Affiliation(s)
- Nicole R Krois
- College of Dentistry and Dental Clinics, The University of Iowa, Iowa City, Iowa, USA
| | - Anastassia E Kossioni
- Gerodontology at the National and Kapodistrian, University of Athens, Athens, Greece
| | - Patrick B Barlow
- Internal Medicine, The University of Iowa Carver College of Medicine, Iowa City, Iowa, USA
| | - Maryam Tabrizi
- General Practice and Dental Public Health, Health Science Center at Houston School of Dentistry, The University of Texas-Houston, Houston, Texas, USA
| | - Leonardo Marchini
- Preventive and Community Dentistry, College of Dentistry and Dental Clinics, The University of Iowa, Iowa City, Iowa, USA
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Ramaswamy V. The Patient Management and Professionalism Scale to Assess Dental Students’ Behavior in Clinic. J Dent Educ 2019; 83:94-102. [DOI: 10.21815/jde.019.012] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2018] [Accepted: 06/29/2018] [Indexed: 11/20/2022]
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Krois NR, Kossioni AE, Barlow PB, Straub-Morarend CL, Marchini L. Preliminary Validation of an Instrument to Assess Students' Perceptions of Clinical Learning Environments at U.S. Dental Schools. J Dent Educ 2018; 82:575-580. [PMID: 29858253 DOI: 10.21815/jde.018.064] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2017] [Accepted: 12/02/2017] [Indexed: 11/20/2022]
Abstract
Research on dental students' perceptions of clinical learning environments is needed to identify strengths, weaknesses, and need for interventions to sustain high-quality dental education, but a primary challenge has been the absence of an instrument designed to assess these perceptions. The Dental Clinical Learning Environment Instrument (DECLEI) is a new instrument developed specifically for dental clinical learning environments according to psychometric standards and validated in Europe. The aim of this study was to perform a preliminary validation of DECLEI in a U.S. dental school, thus providing data for subsequent validation in a larger, multi-institution sample. After five experienced faculty members assessed DECLEI's item relevance and content validity, the instrument was distributed in 2016 to 144 third- and fourth-year dental students at the University of Iowa College of Dentistry & Dental Clinics. All 144 questionnaires were completed (100% response rate). The results were tabulated and submitted to principal component analysis with an orthogonal rotation to assess internal structure of the measure. Internal consistency reliability was assessed using Cronbach's alpha coefficient and corrected item-total correlations. The results showed that, of the initial 24 items, principal component analysis allowed 18 items grouped in five domains: student-faculty interaction, equipment and patient issues, didactic-clinical components interaction, negative perceptions, and self-assessment. The Cronbach's alpha coefficients for these five domains ranged from 0.52 to 0.80. These results suggest that DECLEI has the potential for use as a reliable instrument to assess students' perceptions of clinical learning environments at U.S. dental schools, thus supporting the need for a definitive validation analysis in a larger sample.
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Affiliation(s)
- Nicole R Krois
- Nicole R. Krois, MAT, is a dental student researcher, College of Dentistry & Dental Clinics, University of Iowa; Anastasia E. Kossioni, DDS, MSc, PhD, is Associate Professor in Gerodontology, National and Kapodistrian University of Athens, Greece; Patrick B. Barlow, PhD, is Assistant Professor, Internal Medicine, Carver College of Medicine, University of Iowa; Cheryl L. Straub-Morarend, DDS, is Clinical Education Director and Associate Professor, Master in Physician Assistant Studies, University of Dubuque; and Leonardo Marchini, DDS, MSD, PhD, is Assistant Professor, Preventive and Community Dentistry, College of Dentistry & Dental Clinics, University of Iowa
| | - Anastasia E Kossioni
- Nicole R. Krois, MAT, is a dental student researcher, College of Dentistry & Dental Clinics, University of Iowa; Anastasia E. Kossioni, DDS, MSc, PhD, is Associate Professor in Gerodontology, National and Kapodistrian University of Athens, Greece; Patrick B. Barlow, PhD, is Assistant Professor, Internal Medicine, Carver College of Medicine, University of Iowa; Cheryl L. Straub-Morarend, DDS, is Clinical Education Director and Associate Professor, Master in Physician Assistant Studies, University of Dubuque; and Leonardo Marchini, DDS, MSD, PhD, is Assistant Professor, Preventive and Community Dentistry, College of Dentistry & Dental Clinics, University of Iowa
| | - Patrick B Barlow
- Nicole R. Krois, MAT, is a dental student researcher, College of Dentistry & Dental Clinics, University of Iowa; Anastasia E. Kossioni, DDS, MSc, PhD, is Associate Professor in Gerodontology, National and Kapodistrian University of Athens, Greece; Patrick B. Barlow, PhD, is Assistant Professor, Internal Medicine, Carver College of Medicine, University of Iowa; Cheryl L. Straub-Morarend, DDS, is Clinical Education Director and Associate Professor, Master in Physician Assistant Studies, University of Dubuque; and Leonardo Marchini, DDS, MSD, PhD, is Assistant Professor, Preventive and Community Dentistry, College of Dentistry & Dental Clinics, University of Iowa
| | - Cheryl L Straub-Morarend
- Nicole R. Krois, MAT, is a dental student researcher, College of Dentistry & Dental Clinics, University of Iowa; Anastasia E. Kossioni, DDS, MSc, PhD, is Associate Professor in Gerodontology, National and Kapodistrian University of Athens, Greece; Patrick B. Barlow, PhD, is Assistant Professor, Internal Medicine, Carver College of Medicine, University of Iowa; Cheryl L. Straub-Morarend, DDS, is Clinical Education Director and Associate Professor, Master in Physician Assistant Studies, University of Dubuque; and Leonardo Marchini, DDS, MSD, PhD, is Assistant Professor, Preventive and Community Dentistry, College of Dentistry & Dental Clinics, University of Iowa
| | - Leonardo Marchini
- Nicole R. Krois, MAT, is a dental student researcher, College of Dentistry & Dental Clinics, University of Iowa; Anastasia E. Kossioni, DDS, MSc, PhD, is Associate Professor in Gerodontology, National and Kapodistrian University of Athens, Greece; Patrick B. Barlow, PhD, is Assistant Professor, Internal Medicine, Carver College of Medicine, University of Iowa; Cheryl L. Straub-Morarend, DDS, is Clinical Education Director and Associate Professor, Master in Physician Assistant Studies, University of Dubuque; and Leonardo Marchini, DDS, MSD, PhD, is Assistant Professor, Preventive and Community Dentistry, College of Dentistry & Dental Clinics, University of Iowa.
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Tomás I, Aneiros A, Casares-de-Cal MA, Quintas V, Prada-López I, Balsa-Castro C, Ceballos L, Gómez-Moreno G, Llena C, López-Jornet P, Machuca MC, Palés J. Comparing student and staff perceptions of the "Educational Climate" in Spanish Dental Schools using the Dundee Ready Education Environment Measure. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e131-e141. [PMID: 28504872 DOI: 10.1111/eje.12270] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/28/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVE To compare the perceptions of students and teachers of the "Educational Climate" (EC) in Spanish public dental schools. METHODS A group of 1064 students and 354 teachers from six Spanish public dental schools responded to the DREEM questionnaire. This has 50 items grouped into five subscales: perception of learning (Learning); perception of teachers (Teachers); academic self-perceptions (Academic); perception of the atmosphere in the faculty (Atmosphere); and social self-perceptions (Social). The DREEM scale provides results for each item, each subscale and the overall EC. RESULTS The EC scores were 123.2 (61.6%) for the students and 134.1 (67.0%) for the teachers (P<.001). The scores of the students and teachers for the subscales were, respectively: 27.9 (58.1%) and 30.2 (63.0 %) for Learning (P<.001); 26.8 (60.9%) and 32.6 (74.1%) for Teachers (P<.001); 20.7 (64.7%) and 20.5 (64.0%) for Academic (P=.333); 29.9 (62.3%) and 33.7 (70.3%) for Atmosphere (P<.001); and 17.9 (64.0%) and 16.9 (60.5%) for Social (P<.001). The students identified six problematic items (12.0 %) compared to only two (4.0 %) highlighted by the teachers. CONCLUSION The students and teachers considered the EC to be "more positive than negative" in Spanish public dental schools; and the different subscales to be "positive and acceptable." The teachers did, however, evaluate the EC, and specifically the learning-teaching process, more positively than their students, identifying fewer problematic educational aspects. Both groups agreed on the need to: improve support systems for students who suffer from stress and reduce teaching based on "factual learning."
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Affiliation(s)
- I Tomás
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - A Aneiros
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - M A Casares-de-Cal
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - V Quintas
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - I Prada-López
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - C Balsa-Castro
- School of Medicine and Dentistry, Health Research Institute of Santiago (IDIS), University of Santiago de Compostela, Santiago de Compostela, Spain
| | - L Ceballos
- School of Health Sciences, Rey Juan Carlos University, Madrid, Spain
| | - G Gómez-Moreno
- School of Dentistry, University of Granada, Granada, Spain
| | - C Llena
- School of Medicine and Dentistry, University of Valencia, Valencia, Spain
| | - P López-Jornet
- School of Medicine and Dentistry, University of Murcia, Murcia, Spain
| | - M C Machuca
- School of Dentistry, University of Sevilla, Sevilla, Spain
| | - J Palés
- School of Medicine, University of Barcelona, Barcelona, Spain
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Halawany HS, Al-Jazairy YH, Al-Maflehi N, Abraham NB, Jacob V. Application of the European-modified dental clinical learning environment inventory (DECLEI) in dental schools in Riyadh, Saudi Arabia. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:e50-e58. [PMID: 27339396 DOI: 10.1111/eje.12218] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/17/2016] [Indexed: 06/06/2023]
Abstract
AIM The aim of this study was to evaluate undergraduate dental students' self-perceptions of their clinical dental environment using a valid, concise and more practical version of the Dental Clinical Learning Environment Inventory (DECLEI) questionnaire. MATERIALS AND METHODS The 24-item DECLEI was self-administered to fourth- and fifth-year undergraduate dental students from public and private dental schools in Riyadh, Saudi Arabia, during the 2014-2015 academic year. Factor analysis revealed three underlying factors associated with the clinical learning environment. Independent sample t-tests were used to evaluate any associations amongst the items, the factors, the total DECLEI score and other demographic variables. For the scoring system, 6-point Likert scale responses were scored on a 100% scale ranging from excellent to poor. RESULTS The mean DECLEI total score was 64.1 (good) of 100. Amongst the factors, the highest mean score, 71.3 (good), was obtained for the patient interactions and professionalism, and the lowest mean score, 50.2 (moderate), was observed for all the negatively worded statements in the DECLEI. The instrument exhibited good discriminant validity as it was able to record significant differences between genders and between public and private institutions in the total DECLEI, the factors and most of the items scored. CONCLUSIONS The new DECLEI scale identified several areas of strength and some aspects that could be improved. Overall, the dental students rated the clinical undergraduate programme as more positive than negative.
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Affiliation(s)
- H S Halawany
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Y H Al-Jazairy
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Department of Restorative Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - N Al-Maflehi
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - N B Abraham
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - V Jacob
- Dental Caries Research Chair, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
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Ramaswamy V, Piskorowski W, Fitzgerald M, Hamerink HA, Stefanac S, Greene R, Lantz MS. Psychometric Evaluation of a 13-Point Measure of Students’ Overall Competence in Community-Based Dental Education Programs. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.10.tb06207.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
| | | | - Mark Fitzgerald
- Cariology, Restorative Sciences, and Endodontics; School of Dentistry; University of Michigan
| | - Howard A. Hamerink
- Biologic and Materialistic Sciences; Prosthodontic Section and Academic Program Manager for Community-Based Dental Education; School of Dentistry; University of Michigan
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14
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Papadiochou S, Kotsiomiti E, Pissiotis AL. Comparative Assessment of a New Holistic-Oriented and an Old Specialty-Specific Undergraduate Curriculum in Removable Prosthodontics: A Study Based on Senior Students' Perceptions. J Prosthodont 2016; 27:550-559. [PMID: 27599034 DOI: 10.1111/jopr.12538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/24/2016] [Indexed: 11/27/2022] Open
Abstract
PURPOSE A survey was conducted in the Dental School, Aristotle University, Thessaloniki, Greece, (i) to assess the perceptions and experiences of senior dental students, Classes of 2014 and 2015, toward the old, specialty-specific (OC) and new, holistic-oriented (NC) undergraduate curriculum, respectively, in removable prosthodontics and (ii) to identify areas of improvement in prosthodontic training. MATERIALS AND METHODS Structural components of both curricula were collected, including the total number of (i) laboratory/lecture/clinical training hours, (ii) written examinations, (iii) mandatory clinical cases, and (iv) European Credit Transfer and Accumulation System (ECTS) credits. A 20-item closed-type questionnaire using a five-point Likert scale was distributed in two consecutive groups of seniors, Classes of 2014 (n = 54) and 2015 (n = 57); 54 OC and 57 NC senior students filled out the questionnaire. RESULTS A greater percentage of NC students stated that (i) they felt less confident to carry out jaw relation recording and removable partial denture metal framework design and (ii) the time allocated for clinical training was less sufficient. Students of both curricula reported that the laboratory courses and lectures contributed little to their clinical performance. Implant restorations and prosthetic management of patients with craniomandibular disorders were the most popular treatment options that the respondents felt that should be incorporated in the undergraduate curriculum. CONCLUSIONS As a general trend, students completing the revised curriculum reported more difficulties during their training and felt more insecure about their clinical competences. To enhance students' self-confidence in prosthodontics, more effective preclinical training methods, introduction of additional treatment options, and alternative educational methods should be considered.
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Affiliation(s)
- Sofia Papadiochou
- Department of Removable Prosthodontics, The Dental School, Aristotle University, Thessaloniki, Greece
| | - Eleni Kotsiomiti
- Department of Removable Prosthodontics, The Dental School, Aristotle University, Thessaloniki, Greece
| | - Argirios L Pissiotis
- Department of Removable Prosthodontics, The Dental School, Aristotle University, Thessaloniki, Greece
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15
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Wu J, Feng X, Chen A, Zhang Y, Liu Q, Shao L. Comparing Integrated and Disciplinary Clinical Training Patterns for Dental Interns: Advantages, Disadvantages, and Effect on Students’ Self-Confidence. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.3.tb06087.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Junrong Wu
- Nanfang Hospital; Southern Medical University; Guangzhou China
| | - Xiaoli Feng
- Nanfang Hospital; Southern Medical University; Guangzhou China
| | - Aijie Chen
- Nanfang Hospital; Southern Medical University; Guangzhou China
| | - Yanli Zhang
- Nanfang Hospital; Southern Medical University; Guangzhou China
| | - Qi Liu
- Nanfang Hospital; Southern Medical University; Guangzhou China
| | - Longquan Shao
- Nanfang Hospital; Southern Medical University; Guangzhou China
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16
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Flott EA, Linden L. The clinical learning environment in nursing education: a concept analysis. J Adv Nurs 2015; 72:501-13. [PMID: 26648579 DOI: 10.1111/jan.12861] [Citation(s) in RCA: 176] [Impact Index Per Article: 19.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/06/2015] [Indexed: 11/30/2022]
Abstract
AIM The aim of this study was to report an analysis of the clinical learning environment concept. BACKGROUND Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. DESIGN The clinical learning environment was investigated using Walker and Avant's concept analysis method. DATA SOURCES A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer-reviewed journals between 1995-2014. METHODS All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. RESULTS The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self-confidence. CONCLUSION With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role.
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Affiliation(s)
- Elizabeth A Flott
- Creighton University College of Nursing, Omaha, Nebraska, USA.,College of Saint Mary, Omaha, Nebraska, USA
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17
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Kang I, Foster Page LA, Anderson VR, Thomson WM, Broadbent JM. Changes in students' perceptions of their dental education environment. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2015; 19:122-30. [PMID: 25041219 DOI: 10.1111/eje.12112] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/19/2014] [Indexed: 05/28/2023]
Abstract
OBJECTIVES To examine the 'Expected' and 'Actual' educational environment experienced by a cohort of Bachelor of Dental Surgery (BDS) students at the University of Otago's Faculty of Dentistry using the Dundee Ready Educational Environment Measure (DREEM). METHODS Cohort members were asked to complete five DREEM surveys over the four-year BDS programme. Student expectations at the beginning of their first year were assessed using a modified version of the DREEM questionnaire, while following (standard) DREEM questionnaires at the end of each professional year addressed students' 'Actual' perception of the educational environment. RESULTS Sixty-six students (99%) completed at least one questionnaire. Overall, the BDS students' perceptions of their educational environment tended to be positive and students identified both perceived strengths and weaknesses in the BDS programme. However, more negative than positive shifts were reported between the 'Expected' and 'Actual' individual DREEM individual items, suggesting that BDS students initially expected more from their educational environment than they actually experienced. Individual DREEM outcomes undergoing negative and positive shifts differed over the years and varied in number. These may be explained, in part, by changes in the curriculum focus from year to year. CONCLUSION The students' changing DREEM responses over time revealed anticipated and perceived strengths and weaknesses of the BDS curriculum, as well as shifts in students' perceptions in response to curricular changes. However, our findings highlight the potential usefulness for dental education of a measure for use that takes the unique aspects of the dental education environment into account.
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Affiliation(s)
- I Kang
- Faculty of Dentistry, Sir John Walsh Research Institute, University of Otago, Dunedin, New Zealand
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