Jain Leena, Jain Manish, Mathur Anmol, Paiwal Kapil, Duraiswamy Prabu, Kulkarni Suhas
Assistant Professor, Department of Otorhinolaryngology, People's College of Medical Sciences and Research Center, Bhopal, Madhya Pradesh, India.
Dent Res J (Isfahan). 2010 Summer;7(2):56-63.
Dental students constitute a stakeholder group that is able to provide unique information concerning the effectiveness of the dental curriculum. The purpose of this study was to determine students' perceptions of the learning environment, intellectual climate and teacher student relationships in dental school.
This study was conducted among 341 dental students of two dental college of Udaipur, Rajasthan, India. Response rate was 85%. In this study, the dental version of Medical Student Learning Environment Survey has been used. The questionnaires were divided in to 7 subscales like flexibility, student to student interaction, emotional climate, meaningful experience, organization, supportiveness, and breadth of interest. The students were divided in to two groups of preclinical and clinical for the purpose of comparison. The data were analyzed using ANOVA and t-test.
The results were statistically analyzed and differentiated in to preclinical and clinical phases. The preclinical and clinical students rated the student to student interaction as the most favorable whereas the lowest score was given to flexibility by both preclinical and clinical students. Preclinical students rated emotional climate as the lowest after flexibility whereas clinical students rated breadth of interest and meaningful experience as the lowest score after flexibility.
This study emphasized the areas of improvement in dental school learning environment based on students' perspective by making these required and much needed changes in the curriculum. Students' satisfaction with their dental education can be increased.
牙科学生是一个利益相关者群体，能够提供有关牙科课程有效性的独特信息。本研究的目的是确定学生对牙科学院学习环境、学术氛围和师生关系的看法。
本研究在印度拉贾斯坦邦乌代布尔两所牙科学院的341名牙科学生中进行。回复率为85%。在本研究中，使用了医学生学习环境调查的牙科版本。问卷分为7个分量表，如灵活性、学生间互动、情感氛围、有意义的经历、组织性、支持性和兴趣广度。为了进行比较，将学生分为临床前和临床两组。数据采用方差分析和t检验进行分析。
对结果进行统计分析，并区分临床前和临床阶段。临床前和临床学生将学生间互动评为最有利的方面，而临床前和临床学生对灵活性的评分最低。临床前学生将情感氛围评为仅次于灵活性的最低分，而临床学生将兴趣广度和有意义的经历评为仅次于灵活性的最低分。
本研究从学生的角度强调了牙科学院学习环境需要改进的方面，通过在课程中做出这些必要且急需的改变，可以提高学生对牙科教育的满意度。
