Nair Shruti P, Shetiya Sahana Hegde, Agarwal Deepti, Rajpurohit Ladusingh
Department of Public Health Dentistry, Dr. DY Patil Dental College and Hospital, Dr. DY Patil Vidyapeeth, Pune, Maharashtra, India.
J Educ Health Promot. 2022 Jan 31;11:22. doi: 10.4103/jehp.jehp_648_20. eCollection 2022.
Dental education is considered a challenging and taxing program as on successful completion one is required to attain unique and diverse competencies. There is an established perception that students do not enjoy their experiences in the dental institution and they always demand for certain amendments. Therefore, a dental education perceptions and metacognition assessment tool (DEPMAT) was developed for Indian undergraduate and postgraduate dental students for assessing their learning in Deemed University versus Maharashtra University of Health Sciences in Pune, Maharashtra.
This cross-sectional study was conducted among students of four dental colleges of two types of universities in Pune, India, using a 31-item DEPMAT based on Dundee Ready Education Environment Measure and metacognition awareness inventory using five subscales. Psychometric properties were also tested for this new tool. Data were analyzed using the SPSS software.
Of 512 participants, 498 (96.88%) students had duly returned the questionnaire. Cronbach's alpha coefficient value for reliability was found to be 0.87 which indicated good internal consistency and test-retest reliability was found to be k = 0.76, which indicated substantial agreement. Significant difference was found among undergraduates in domains regarding their perception toward academics, infrastructure and learning environment, and health and stress.
This study suggested that the general perception toward learning among final year postgraduate students was positive in both the universities. However, the perception of final year undergraduates toward learning was negative and students have suggested certain amendments in both the universities. This study also suggested the new tool was effective in assessing the attitude of practice of both undergraduate and postgraduate students.
牙科教育被认为是一项具有挑战性且任务繁重的课程，因为成功完成该课程后，学生需要具备独特且多样的能力。人们普遍认为，学生在牙科院校的经历并不愉快，他们总是要求进行某些改进。因此，为印度的本科和研究生牙科学生开发了一种牙科教育认知与元认知评估工具（DEPMAT），用于评估他们在被视为大学与位于马哈拉施特拉邦浦那的马哈拉施特拉卫生科学大学的学习情况。
本横断面研究在印度浦那两所类型大学的四所牙科学院的学生中进行，使用基于邓迪就绪教育环境量表的31项DEPMAT以及使用五个子量表的元认知意识量表。还对这个新工具的心理测量特性进行了测试。使用SPSS软件对数据进行分析。
在512名参与者中，498名（96.88%）学生已正式返回问卷。发现可靠性的克朗巴哈α系数值为0.87，表明内部一致性良好，重测信度为k = 0.76，表明一致性较高。在本科生中，发现他们在学术、基础设施和学习环境以及健康和压力等领域的认知存在显著差异。
本研究表明，两所大学的最后一年研究生对学习的总体认知都是积极的。然而，最后一年本科生对学习的认知是消极的，并且两所大学的学生都提出了某些改进建议。本研究还表明，新工具在评估本科生和研究生的实践态度方面是有效的。
