Kamal Shigli, Mamata Hebbal
Department of Prosthodontics, Bharati Vidyapeeth Deemed University Dental College and Hospital, Sangli, India.
Department of Preventive and Community Dentistry, K. L. E. V. K. Institute of Dental Sciences, Belgaum, India.
J Educ Eval Health Prof. 2014 Dec 22;11:34. doi: 10.3352/jeehp.2014.11.34. eCollection 2014.
The purpose of this study was to determine dental graduates' perceptions of learning environment in a prosthodontic department in a dental institute in India. The 60-item closed-ended, cross-sectional questionnaire with five options was completed by the dental graduates and the dentists. The data obtained was analyzed using statistical software. The mean, SD, frequency and percentages were calculated wherever appropriate. The questionnaire was answered by 242 dentists and dental graduates. Of the seven Dental College Learning Environment Survey scales, the highest mean scores were for student to student interaction (2.76 ± 0.53) followed by meaningful learning experience (2.67 ± 0.39). The lowest scores were for flexibility (2.26 ± 0.51) followed by supportiveness (2.40 ± 0.59). The lowest mean scores obtained for the 'flexibility scale' conveys that the opportunity for the faculty and students to modify the learning environment are less than for the other categories, and there is thus a need to modify the learning environment. Faculty should also increase their support to the students by contributing to an effective and meaningful interaction by creating a congenial environment.
本研究的目的是确定印度一所牙科学院口腔修复科牙科毕业生对学习环境的看法。牙科毕业生和牙医完成了一份包含60项封闭式问题、有五个选项的横断面调查问卷。使用统计软件对获得的数据进行分析。在适当的情况下计算均值、标准差、频率和百分比。242名牙医和牙科毕业生回答了这份问卷。在七项牙科学院学习环境调查量表中，平均得分最高的是学生之间的互动（2.76±0.53），其次是有意义的学习体验（2.67±0.39）。得分最低的是灵活性（2.26±0.51），其次是支持性（2.40±0.59）。“灵活性量表”获得的最低平均分表明，教师和学生改变学习环境的机会比其他类别少，因此有必要改变学习环境。教师还应通过营造和谐的环境促进有效和有意义的互动，增加对学生的支持。
