Kindelan J, Roberts-Harry D, Luther F
Department of Child Dental Health, Leeds University, UK.
Eur J Dent Educ. 1997 Aug;1(3):138-42. doi: 10.1111/j.1600-0579.1997.tb00024.x.
A study was carried out to determine if changes to the undergraduate orthodontic course at Leeds Dental Institute resulted in increased student satisfaction. The study was based on a questionnaire distributed to dental students comprising statements related to the undergraduate orthodontic course. Questionnaires were distributed in 1993 and 1995 to 2 groups of 4th year undergraduate dental students at the same stage of their course on both occasions. Questions were in the form of 16 statements with which students expressed a level of agreement, ranging from strongly agree to strongly disagree. The numbers of responses at each level of agreement were compared between the 2 groups. Statistical differences were determined using a Mann Whitney-U test. 8 of the 16 statements had more favourable responses in 1995 than in 1993. No statement received a less favourable response in 1995 than in 1993. It is concluded that changes in the undergraduate orthodontic course at Leeds Dental Institute aimed at increased problem-based learning and clinician-led tutorials, have resulted in improved student satisfaction with the teaching.
开展了一项研究，以确定利兹牙科研究所本科正畸课程的变化是否会提高学生满意度。该研究基于一份分发给牙科学生的问卷，问卷包含与本科正畸课程相关的陈述。在1993年和1995年，在课程相同阶段向两组四年级本科牙科学生发放了问卷。问题采用16条陈述的形式，学生可表达从强烈同意到强烈不同意的不同程度的同意。比较了两组在每个同意程度上的回答数量。使用曼-惠特尼U检验确定统计差异。16条陈述中有8条在1995年的回答比1993年更积极。1995年没有一条陈述的回答比1993年更消极。得出的结论是，利兹牙科研究所本科正畸课程旨在增加基于问题的学习和临床医生主导的辅导，这提高了学生对教学的满意度。
