Perceptions of freshman dental students regarding academic environment

Motghare, Vaibhav; Upadhya, Snigdha; Senapati, Shubhangi; Lal, Soumya; Paul, Vishal

doi:10.4103/jiaphd.jiaphd_179_18

Cited by 2 publications

(3 citation statements)

References 15 publications

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“…34 The DREEM subscales scores of the current study were lesser than that values documented in Nepal, India, Nigeria, Australia, and in New Zealand. 24,26,29,32 In the preclinical phase, the student perception for their DREEM subscales values were 31.88±4.99; 26.26±3.44; 21.98±3.77; 28.26±5.40; 17.83±3.08 for SPL, SPT, SASP, SPA, and SSSP, respectively Table 5. Those values are equal or in the same range of values recorded in Greece, India, Australia, Chile, 22,30,33,34 and lesser than values in Nigeria.…”

Section: Discussionmentioning

confidence: 99%

“…3 DREEM has been used to highlight the weaknesses and strengths of an EC in several countries, and it has been translated and copied to many languages, such as Arabic, 9,[12][13][14][15][16] Turkish, 18 Romanian, 19 Spanish, 21 Greek, 22 Dutch 23 and Urdu. [24][25][26][27][28][29][30] The current study measured the perceptions of the learning climate among a sample of Saudi dental students from the University of Jazan.…”

Section: Discussionmentioning

confidence: 99%

“…3,8 DREEM has been successfully used in studies of heath science institutes throughout the world. It carried out studies of the EC in dental colleges in Saudi Arabia, 9,[11][12][13][14][15][16][17] Europe, [18][19][20][21][22][23] Asia, [24][25][26][27][28][29][30][31] Africa, 32 North America, and the Caribbean. [33][34][35] Previous dental local and worldwide studies are presented in (Table 1).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Comparisons Between Preclinical and Clinical Dental Students’ Perceptions of the Educational Climate at the College of Dentistry, Jazan University

Aldowsari¹,

Al-Ahmari²,

Aldosari³

et al. 2021

AMEP

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The aim of this study was to compare the preclinical and clinical undergraduate dental students' perceptions of their educational climate (EC). In addition it will be compared with other local and international studies. Materials and Methods: Students enrolled in their third and fourth years (preclinical phase) and students in their fifth and sixth years (clinical phase) of the Bachelor of Dental Science at the University of Jazan, Saudi Arabia, were invited to complete a WhatsApp media survey, which included demographics and the Dundee Ready Education Environment Measure (DREEM). This scale measured students' overall perceptions of the EC in five domains: learning, teaching, academic self-perception, atmosphere, and social self-perception. Data were analyzed with Student's t-tests and ANOVA to compare between and within groups. Results: A total of 272 participants, 140 (51.5%) preclinical and 132 (48.5%) clinical students,took part in the study. Students were generally positive about their learning climate, with overall DREEM scores of 125.19 and 126.21 (preclinical) to 124.10 (clinical) out of a possible score of 200 phases. Student's perceptions of teaching (26.18±3.24/72.72%) and atmosphere (28.08±5.29/63.82%) were the highest and lowest scores, respectively, and both scores were positive. Conclusion: No differences between the preclinical and clinical phases of the curriculum point to the structure of learning, teaching, academic, social self-perception in health professional degrees. Further research should investigate the weak points in the social and atmospheric climate.

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