Application of the European‐modified dental clinical learning environment inventory (<scp>DECLEI</scp>) in dental schools in Riyadh, Saudi Arabia

Halawany, Hassan Suliman; AlJazairy, Yousra Hussain; Al-Maflehi, Nassr; Abraham, Nimmi Biju; Jacob, Vimal

doi:10.1111/eje.12218

Cited by 13 publications

(18 citation statements)

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“…e National Center for Academic Accreditation and Evaluation in SA was established in response to the increased number of public and private colleges throughout the Kingdom and from the demand by the Ministry of Education, that institutions and programs be accredited. In SA, many dental colleges developed their curricula according to agreements with international institutes [2]. Recently inducted programs seek curricula that correspond to contemporary advances in dental education [3].…”

Section: Introductionmentioning

confidence: 99%

Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia

Abdel‐Salam

Rodriguez

Brallier

2020

International Journal of Dentistry

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e existing dental curriculum is taught at the College of Dentistry since 2002. e aim of this research is to explore the satisfaction levels of faculty members and students with that curriculum. is information will justify a curriculum reformation plan that addresses the aspirations of both faculty members and students. In this cross-sectional study, a two-section survey was prepared. Section 1 investigated the level of satisfaction with the curriculum, and Section 2 sought reasons why participants were satisfied with the curriculum. e questionnaire was electronically mailed to faculty members, interns, and senior students. Data were analyzed to identify patterns and points of disagreement expressed by faculty and students. e overall response rate was 68.7%. e mean standard deviation (SD) score in the study sample from all respondents was 5.0 (+3.0). Faculty significantly registered higher satisfaction than students (mean (SD) = 5.9 (+2.9) and 4.1 (+2.8), P � 0.002). Results of multivariate analysis showed that faculty members were more satisfied with the curriculum than students because they thought the curriculum prepared competent graduates (regression coefficient = 1.76 and 0.69). Teaching staff and students' satisfaction levels with the curriculum were significantly associated with their perception that the curriculum produces competent graduates. Areas with low students' satisfaction levels were related to promotion of engagement with others and development of critical thinking and problem-solving skills. ese areas should be the focus of future curriculum reformation to prepare competitive graduates with competences aligned with the recommendations of the Saudi Arabia Qualification Framework and of the international benchmarks.

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Section: Introductionmentioning

confidence: 99%

Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia

Abdel‐Salam

Rodriguez

Brallier

2020

International Journal of Dentistry

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“…The semistructured nature of the interviews allows for the participants to discuss the same phenomenon and to illuminate their experiences through examples that came to mind, but at the same time to pursue angles of understanding that were exposed through the participant responses. The primary questions were derived from aspects of the dental curriculum that have recently been the subject of research, or identified as areas for further research . Table lists the primary and follow‐on interview questions and examples of probing questions.…”

Section: Methodsmentioning

confidence: 99%

“…The primary questions were derived from aspects of the dental curriculum that have recently been the subject of research, or identified as areas for further research. 2,[12][13][14][15][16][17]20 Table 1 lists the primary and follow-on interview questions and examples of probing questions. Interviews lasted between 35 and 60 minutes, were audio-recorded and verbatim transcripts were produced for analysis.…”

Section: Methodsmentioning

confidence: 99%

“…Use of the Dundee Ready Education Environment Measure (DREEM) inventory has helped to illuminate positive and negative factors within dental schools . The Dental Clinical Learning Environment Inventory (DECLEI) questionnaire and the Clinical Education Instructional Quality Questionnaire (ClinEd IQ) have been applied to find out student perceptions of programme strengths and weaknesses . A qualitative Strengths/Weaknesses/Opportunities/Threats (SWOT) analysis of student perceptions at several US dental schools provided some insight into issues that were facing students, such as scheduling problems, costs, desire for more clinical exposure and educational efficiencies .…”

Section: Introductionmentioning

confidence: 99%

“…12,13 The Dental Clinical Learning Environment Inventory (DECLEI) questionnaire and the Clinical Education Instructional Quality Questionnaire (ClinEd IQ) have been applied to find out student perceptions of programme strengths and weaknesses. 14,15 A qualitative Strengths/Weaknesses/Opportunities/Threats (SWOT) analysis of student perceptions at several US dental schools provided some insight into issues that were facing students, such as scheduling problems, costs, desire for more clinical exposure and educational efficiencies. 16 These perspectives are useful for programme improvement; however, holistic, rich contextual descriptions of student experience could provide further insights for research-led curriculum development.…”

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What can dental education gain by understanding student experience of the curriculum?

Leadbeatter

Bell

2018

Eur J Dental Education

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This study provides new insights into the multifaceted and relational ways that dental students experience their educational environment. It could point curriculum designers towards strategies that assist students develop sophisticated understandings about themselves as practitioners, patients and the complexities of dental practice. Suggestions about the practical implications of the findings of this research are given.

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Steps towards validation of the Dental Education Clinical Learning Instrument (DECLEI) in American dental schools (DECLEI‐USA)

Krois

Kossioni

Barlow

et al. 2020

Journal of Dental Education

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Purposes/ObjectivesFew tools assess the dental school clinical learning environment from students' perspectives. Considering previous efforts to validate the Dental Education Clinical Learning Instrument (DECLEI) in the United States, the goal of this study was to look for the fewest number of items that accounted for the most amount of variability in responses and/or had the highest correlation to the total DECLEI score using a larger, multi‐center sample.MethodsThe DECLEI was distributed to 286 students in two dental schools (University of Iowa and University of Texas at Houston) during the 2017‐2018 academic year. Two alternative methods were applied. In the first approach, all 24‐items were regressed on the total composite score using a forward conditional method. In the second approach, the item‐total correlation for the full scale was calculated and then items with relatively poor coefficients were eliminated. A cutoff of 0.30 or less was used.ResultsThe first approach, Total R2 by Regression Model, produced a 9‐item scale accounting for 90% of the variance in total score and a Cronbach's α coefficient of 0.79. The second approach, Item‐Total Correlation, produced a larger scale (20 items), as well as a higher Cronbach's α coefficient of 0.89. The instrument also presented appropriate sensitivity to measure differences between race groups and school of origin.ConclusionDECLEI may have the potential to be used as an instrument to measure clinical learning environments for U.S. dental students using either a smaller, concise scale (Mini DECLEI‐USA) or a larger (DECLEI‐USA), more thorough scale.

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Application of the European‐modified dental clinical learning environment inventory (DECLEI) in dental schools in Riyadh, Saudi Arabia

Abstract: The new DECLEI scale identified several areas of strength and some aspects that could be improved. Overall, the dental students rated the clinical undergraduate programme as more positive than negative.

Cited by 13 publications

References 35 publications

Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia

Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia

What can dental education gain by understanding student experience of the curriculum?

Steps towards validation of the Dental Education Clinical Learning Instrument (DECLEI) in American dental schools (DECLEI‐USA)

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