Inquimbert Camille, Tramini Paul, Alsina Ivan, Valcarcel Jean, Giraudeau Nicolas
Department of Dental Public Health, Faculty of Dentistry, University of Montpellier, Montpellier, France.
Department of Educational Sciences, University Paul Valéry, Montpellier, France.
J Int Soc Prev Community Dent. 2017 Oct;7(Suppl 2):S92-S98. doi: 10.4103/jispcd.JISPCD_257_17. Epub 2017 Oct 30.
The purpose of this study was to identify the major sources of perceived stress and their relation to a student satisfaction questionnaire about the curriculum and the pedagogy among French dental students.
All dental students ( = 178) from years 4 to 6 at the University of Montpellier (France) participated in this exploratory survey. In spring 2016, a 3-part questionnaire was distributed during clinical sessions: the first part asked about sociodemographic and living conditions, the second part aimed to assess the students' perceived stress (Dental Environmental Stress questionnaire), and the third part was a satisfaction questionnaire exploring the clinical organization and the teaching methodologies (Student Course Experience Questionnaire). A Spearman's correlation test and a principal component analysis were used to assess the relation between the variables of the questionnaire.
The response rate was 99.4%. The most stressful items were "the number of tasks to be performed during clinical practice," "the waiting time before opinion from teachers," and "the administrative part and computer problems." Fifty-four percent of the students claimed to be satisfied with their studies, showing a score of seven or higher. There was a negative correlation between the level of student satisfaction and the level of perceived stress.
Although most of the students were globally satisfied with their curriculum, this study highlighted dysfunctions in the clinical education with a level of stress correlated with the student's dissatisfaction. Most of all, students found that examinations were too stressful and that the clinical requested task quotas were overestimated.
本研究旨在确定法国牙科学生感知压力的主要来源及其与关于课程和教学法的学生满意度调查问卷之间的关系。
来自法国蒙彼利埃大学4至6年级的所有牙科学生（n = 178）参与了这项探索性调查。2016年春季，在临床课程期间发放了一份由三部分组成的问卷：第一部分询问社会人口统计学和生活状况，第二部分旨在评估学生的感知压力（牙科环境压力问卷），第三部分是一份探索临床组织和教学方法的满意度问卷（学生课程体验问卷）。使用斯皮尔曼相关性检验和主成分分析来评估问卷变量之间的关系。
回复率为99.4%。压力最大的项目是“临床实践中要执行的任务数量”、“等待教师意见的时间”以及“行政部分和计算机问题”。54%的学生声称对他们的学习感到满意，得分在7分或更高。学生满意度水平与感知压力水平之间存在负相关。
尽管大多数学生总体上对他们的课程感到满意，但本研究强调了临床教育中的功能失调，压力水平与学生的不满相关。最重要的是，学生们发现考试压力太大，并且临床要求的任务配额被高估了。
