The impact of technology on patient knowledge acquisition and retention of oral hygiene instructions and associated risks

Aljabry, Maram A.; Alkadi, Khulud; Awawdeh, Mohammed

doi:10.1016/j.imu.2022.101149

Cited by 2 publications

(1 citation statement)

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“…There is a need for a sound support system, student counselling, stress management programs, and distribution of the courses evenly based on their complexity to help improve the educational environment. Using technology and artificial intelligence in education would undoubtedly be beneficial, as it has been claimed in one study that using technology and virtual reality has a positive outcome in improving knowledge retention and learning experiences [ 27 ]. Unifying the curriculum and program learning goals at the national level would also improve the educational experience, as a recent comparative assessment of clinical requirements among dentistry students in Saudi Arabia in Oral surgery revealed considerable disparities between different institutions [ 28 ].…”

Section: Discussionmentioning

confidence: 99%

Students’ perception of the educational environment at King Saud bin Abdulaziz University for health sciences using DREEM tool

Awawdeh,

Alosail,

Alqahtani

et al. 2024

BMC Med Educ

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Background Students’ learning results are influenced by the educational environment. The best learning environment is created when students are involved in the evaluation process of their education. The purpose of this study was to evaluate students’ perceptions of their learning environment at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) in Riyadh using the Dundee Ready Education Environment Measure (DREEM) instrument. Methods This observational cross-sectional study was conducted through an online questionnaire using the Arabic version of the DREEM tool. Students from six colleges at KSAU-HS Riyadh campus were asked to complete the questionnaire through emails. The study was carried out between November 2021 and April 2022. Descriptive statistics and inferential statistics were performed for DREEM as both a continuous (two-way ANOVA test) and categorical variable (Chi-squared and Monte-Carlo test). Results A total of 370 students completed the questionnaire. The overall DREEM score for the study was 125.88/200, with a standard deviation of 58.79. SSP items received the highest scores, while SAP items earned the lowest scores. The college and the academic level showed statistically significant differences in the DREEM overall score and the five subscales, whereas gender showed no significant difference. The college of pharmacy scored the highest total DREEM score (140.35 ± 27.75), and scored higher among the five subscales than both colleges of dentistry (114.13 ± 29.74) and medicine (113.87 ± 33.03). Students in their third year had the greatest overall DREEM score (132.23 ± 29.76), and scored higher in SPL, SPA and SSP compared to students in their sixth year, in which the total DREEM score was (111.65 ± 27.58). Conclusions Students of KSAU-HS generally perceived the educational environment as having more positive than negative. The educational level and college differed significantly in the overall DREEM score and the five subscales. Junior students had better perception of the educational environment and they differed significantly in the SPL and SPA subscales. The faculty of pharmacy had higher scores in the overall DREEM and the five subsequent scales than colleges of dentistry and medicine. Further research is needed in order to optimize the educational environment by investigating different solutions.

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Section: Discussionmentioning

confidence: 99%