Professor of Department of Stomatologic Sciences, School of Dentistry, Federal University of Goiás, GO, Brazil.
Professor of post-graduate course, People Management Course (PECEGE Institute), University of São Paulo-Esalq, SP, Brazil.
Braz Dent J. 2024 Oct 28;35:e246081. doi: 10.1590/0103-6440202406081. eCollection 2024.
Teaching requires the incorporation of communication skills, and these potentials may affect the outcomes of the learning process. This study evaluated the quality of communication between professors and students during the process of learning Dentistry. A questionnaire was developed and applied to evaluate their perceptions about their communications in an undergraduate Dentistry course. The questionnaire had ten items to analyze professors' self-perception and ten for students' perceptions, using a Likert-like scale and a final open question. During its construction, it was sent to five specialists to analyze content validity. The open question gathered suggestions to improve and intensify communications effectively and to identify vulnerabilities. Total scores ranged from 10 to 50, with 10 as the worst perception, and 50, as the best. The scores were calculated by adding all answers and then dividing that sum by the total number of items. Cronbach's alpha was calculated to evaluate the instrument's internal consistency. The level of significance was set at 0.05%. The Student t-test was used to determine differences between groups. Professors' self-perceptions and students' perceptions of the quality of communication of the university teaching staff during the student's learning process had statistically significant differences. Professors classified their ability to communicate when emitting and receiving information as satisfactory. Students, however, did not fully agree with them, particularly on the items about receiving information. The perceptions identified in this study may lead to a new direction in the communicative behavior of professors and students.
教学需要融入沟通技巧，而这些潜力可能会影响学习过程的结果。本研究评估了教授在学习牙科学过程中与学生之间沟通的质量。开发了一份问卷，用于评估他们在本科牙科学课程中的沟通感知。问卷有十个项目用于分析教授的自我感知，十个项目用于分析学生的感知，使用类似李克特的量表和一个最终的开放式问题。在构建过程中，将其发送给五名专家进行内容有效性分析。开放式问题收集了有关有效改善和加强沟通以及识别弱点的建议。总分为 10 到 50 分，10 分为最差感知，50 分为最佳感知。得分通过将所有答案相加，然后将总和除以总项目数来计算。计算克朗巴赫的 α 值以评估工具的内部一致性。显著性水平设置为 0.05%。使用学生 t 检验确定组间差异。教授对其在学生学习过程中传授和接收信息的沟通能力的自我感知与学生对大学教职员工教学沟通质量的感知存在统计学差异。教授们认为他们的沟通能力是令人满意的，但学生们并不完全认同，尤其是在关于接收信息的项目上。本研究中确定的感知可能会导致教授和学生的沟通行为朝着一个新的方向发展。
