Learning climate in dental hygiene education: a longitudinal case study of a Japanese and Canadian programme

Abstract

Educational climates have been found to have important influences on learning, but little feedback has been obtained from dental hygiene students. The purpose of the present study was to gain an understanding of the learning climate in Japanese and Canadian dental hygiene programmes for the purpose of making positive changes. A survey instrument with 10 dimensions relating to learning climate was adapted from business and dental models, and designated as the Dental Hygiene Student Learning Climate Survey (DHS-LCS). Higher scores indicated a more positive and supportive learning climate, and lower scores indicated an environment that is potentially less desirable. Students enrolled in a Japanese and a Canadian dental hygiene programme participated in this four-year study from 2005 to 2008. A total of 402 surveys were returned for an average response rate of 62%. The mean total DHS-LCS score of Canadian students was statistically significantly higher than that of Japanese students (p < 0.001) in all years tested, indicating that the Canadian students' perceptions of their learning environment were more favorable than those of the Japanese students. Based on analyses of the DHS-LCS data, interventions to improve learning climates were designed and implemented. There were statistically significant improvements (p < 0.01) in DHS-LCS scores of Japanese and Canadian students over the years of the study, suggesting that that student-centered interventions improved the perceived learning environment. The instrument appears to be helpful in identifying student concerns and can be used to implement interventions to help support a healthier learning climate.

Workforce re‐entry for Japanese unemployed dental hygienists

“…indicated that Japanese dental hygiene students’ motivation towards the profession was significantly lower than Canadian students. These authors concluded that most of the Japanese students enrolled in the dental hygiene programme immediately after high‐school graduation without any work experiences . The length of education of the dental hygiene programme in Japan was once 1 or 2 years.…”

Effect of the Learning Climate of Residency Programs on Faculty’s Teaching Performance as Evaluated by Residents

“…Nevertheless, many instruments have been developed in the field of (graduate) medical educational that tap into learning climates [6], [28], [29]. In the Netherlands, the Dutch Residency Educational Climate Test (D-RECT) is the instrument used most to measure the learning climate within residency training programs as perceived by residents [23], [24].…”

Tıp Öğrencilerinin Öğrenme İklimi Algılarının; Akademik Özyeterlik, Hekimlik Mesleğine Yönelik Tutum ve Akademik Başarı Açısından İncelenmesi

“…(6). Öğrenme iklimi, öğrenme ortamının tonu ve atmosferi anlamına gelmektedir (7). Genn (2001)'e göre, müfredatın ve öğrenme ortamının 'ruhu ve canı' olarak tanımlanmaktadır (8).…”

“…Öğrenme ortamı algısının merkezinde öğrenme iklimi bulunmaktadır. İklim, başlı başına öğrenme ortamı ile ilgili değildir, öğrencilerin öğrenme ortamına nasıl yanıt verdiği yani öğrenme ortamı algısı ile ilgilidir (7). Öğrenme iklimi, öğrenmeyi etkileyen tüm değişkenleri kapsamaktadır ve öğrencilerin davranışlarını etkilediği, onlar tarafından algılanan öğrenme ortamının kalitesi ve bunun temel alındığı ortak davranışlar bütünü olarak tanımlanmaktadır (8).…”