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Farid H, Hasan SJ, Naveed A, Hyder PR, Shaikh GM, Pasha L. Incivility in online learning environment: Perception of dental students and faculty. J Dent Educ 2022; 86:1591-1601. [PMID: 35794804 DOI: 10.1002/jdd.13031] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Revised: 06/11/2022] [Accepted: 06/20/2022] [Indexed: 12/14/2022]
Abstract
OBJECTIVES The objectives of this study were to assess the extent of incivility and perception of dental students and faculty regarding uncivil behaviors in the online learning environment. METHODS Incivility in online environment (IOLE) survey was used to collect data from dental students (n = 232) and faculty (n = 35) at Margalla Institute of Health Sciences, Rawalpindi, Pakistan from September to December 2021. A 4- point Likert scale was used for respondents to indicate their perceptions regarding incivility in IOLE, and a list of students' and faculty's uncivil behaviors. Descriptive analysis, chi-square test, and Spearman's correlation coefficient were used for data analysis. The level of significance was kept at ≤0.05. RESULTS The majority of the students reported online incivility as either "a moderate or serious problem" (n = 103, 72.0%), and the majority of faculty (n = 12, 56%) reported incivility as "no to a mild problem" (p = 0.018). Both students and faculty agreed that students are more likely to engage in uncivil behavior in OLE as compared to faculty. Various forms of rude/threatening comments and posting ambiguous or vague responses that do not add meaning to the online discussion were considered uncivil student behaviors by both students and faculty (p ≤ 0.05). Assigning grades without providing useful feedback and threatening to fail students for not complying with faculty's demands were perceived as uncivil faculty behaviors (p ≤ 0.05). Female students and students with less self-reported expertise in online learning had greater mean scores for faculty uncivil behaviors (p ≤ 0.05). CONCLUSION Incivility exists in OLE in dentistry with the more likely engagement of students in uncivil behaviors. With the increasing use of online platforms for education in dentistry, there is a need for further research and training courses for both students and faculty to reduce the extent of incivility and create a healthy and conducive learning environment.
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Affiliation(s)
- Huma Farid
- Department of Operative Dentistry, Margalla Institute of Health Sciences, Rawalpindi, Pakistan
| | - Sana Jalil Hasan
- Department of Operative Dentistry, Margalla Institute of Health Sciences, Rawalpindi, Pakistan
| | - Ayesha Naveed
- Department of Health Professions' Education and Post Graduate Studies, CMH Lahore Medical College and Institute of Dentistry, Lahore, Pakistan
| | - Pakiza Raza Hyder
- Department of Periodontology, Margalla Institute of Health Sciences, Rawalpindi, Pakistan
| | - Gul Muhammad Shaikh
- Department of Health Professions' Education and Post Graduate Studies, CMH Lahore Medical College and Institute of Dentistry, Lahore, Pakistan
| | - Lubna Pasha
- Department of Operative Dentistry, Margalla Institute of Health Sciences, Rawalpindi, Pakistan
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Al Kuwaiti A. Factors Influencing the Students’ Perception of Lecturing Skills in Saudi Dental Schools. Open Dent J 2022. [DOI: 10.2174/18742106-v16-e2207070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Introduction:
Students' feedback is vital in improving the teaching and learning process in dental schools across the globe, including Saudi Arabia.
Objective:
This study explores the factors influencing the students' perception of faculty members' lecturing skills in Saudi dental schools. It also determines whether there is any gender difference in their perception of lecturing skills.
Methods:
The exploratory study design was utilized to evaluate the factors influencing the dental students' perception of lecturing skills at the selected Saudi dental schools (n=4). This study included the complete student population (n=530) of the undergraduate dental program at those schools during the academic year 2020-2021. A questionnaire titled “Students Survey of Lecturing Skills (SSLS)” was distributed to the students through an online tool. The data of the completed questionnaires (n=426) was subjected to statistical analysis using statistical software.
Results:
The structural equation modeling (SEM) analysis revealed that five factors of SSLS, namely, Organization and Structure of the lectures (OS)”, “Lectures Effectiveness on Learning and Understanding (LEL)”, “Interest and Motivation (IM)”, “Professional Interaction (PI)”, and “Presentation and Classroom Atmosphere (PC)” are vital to evaluate the dental students' perception towards lecturing skills. Also, these five factors have significantly influenced the students' perception of faculty members' lecturing skills in Saudi dental schools. Overall, female dental students are highly satisfied than the male students in regard to their faculty members' lecturing skills.
Conclusion:
OS, LEL, IM, PI, and PC are the significant factors influencing dental students' perception of lecturing skills. These factors can be considered while assessing teaching quality and framing effective strategies for enhancing it at Saudi dental schools.
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Letzel V, Pozas M, Besa KS. Parental evaluation of teachers' competences and characteristics during COVID-19 pandemic homeschooling. SOCIAL PSYCHOLOGY OF EDUCATION 2022; 25:929-950. [PMID: 35789653 PMCID: PMC9243978 DOI: 10.1007/s11218-022-09701-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Revised: 05/06/2022] [Accepted: 05/09/2022] [Indexed: 11/28/2022]
Abstract
With the spread of the SARS-CoV-2 virus, school-related closures and the hasty transition into homeschooling, parents were required to take a more active and positive role than ever before in collaboration with their children’s educators. Thus, with this unprecedented situation, parents became an important source of information during the pandemic. Considering this unique event, the study at hand aims to explore parents’ perspectives regarding primary and upper secondary school teachers’ digital competence, digital differentiated instruction, and feedback during the first SARS-CoV-2 school shutdown in Germany. Additionally, the study examined parents’ evaluation of teachers’ characteristics. Results reveal that parental ratings were generally positive. Moreover, parents with children attending primary schools perceived and evaluated teachers’ digital competence and digital differentiated teaching highly, and perceived significantly more teacher feedback than parents whose children attend upper secondary school. In addition, positive correlations were found between parents’ evaluations of teachers’ feedback and how motivated, appreciative, and devoted teachers are perceived to be. Practical implications and further research areas are discussed.
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Affiliation(s)
- Verena Letzel
- Universität Trier, Universitätsring 15, Raum 441, 54296 Trier, Germany
| | - Marcela Pozas
- Professional School of Education (PSE), Humboldt-Universität zu Berlin, Unter den Linden 6, Raum: 0206 (2.OG), 10099 Berlin, Germany.,Professional School of Education (PSE), Humboldt-Universität zu Berlin, Sitz: Hausvogteiplatz 5-7, Raum: 0206 (2.OG), 10117 Berlin, Germany
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Use of Student Evaluation of Teaching (SET) Survey to Evaluate Effectiveness of Teaching in a Leadership Course among Dental Students over Three Years. ScientificWorldJournal 2021; 2020:6436102. [PMID: 32565752 PMCID: PMC7285415 DOI: 10.1155/2020/6436102] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2020] [Revised: 04/18/2020] [Accepted: 05/12/2020] [Indexed: 11/29/2022] Open
Abstract
Leadership courses are being increasingly integrated into dental curricula. The study aimed to assess the validity and reliability of student evaluation of teaching (SET) instrument among dental students and to evaluate the effectiveness of teaching in a new leadership course over a period of three years. This cross-sectional study was conducted on fourth-year undergraduate dental students (N = 260) who took a practice management course over three consecutive years from 2014 to 2016. A 29-item SET questionnaire was administered among students who were willing to participate in the study. Out of 260 students, 185 returned completed surveys and the response rate was 71.15%. Factor analysis (principal component analysis) showed the validity of four dimensions of the SET instrument. Total variance explained by four dimensions was 62.80%. Cronbach's alpha for the instrument was 0.95 and each dimension had fairly high internal consistency (>0.80). Treating students with respect (94%), accepting different viewpoints of students (94.1%), being flexible/open-minded (92.5%), and preparedness in the course (91.9%) were the most common effective teaching traits. Over the period of three years, 16 items showed improvement in teaching and there was a significant improvement in four items (P < 0.05). In conclusion, it was found that SET is a valid instrument to evaluate the effectiveness of teaching in nonclinical courses in dentistry. This instrument should be used longitudinally to compare the effectiveness of teaching.
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Hofmeister EH. Nonparticipant Student Observation of Faculty Classroom Teaching. JOURNAL OF VETERINARY MEDICAL EDUCATION 2021; 48:48-53. [PMID: 32412375 DOI: 10.3138/jvme.2019-0025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Student evaluations are commonly used to evaluate teaching effectiveness. Nonparticipant observation uses individuals who are not a part of the learning process but rather are observers who can formulate observations about the teaching encounter, possibly with less bias than student evaluators. The purpose of this article is to analyze reports by inexperienced nonparticipant observers of faculty classroom teaching episodes. The hypothesis was that veterinary faculty have common characteristics in their classroom teaching that are observable by nonparticipant observers and that these are similar to characteristics observed historically by student evaluators. This study is a qualitative document analysis of written observations made by senior veterinary students attending pre-clinical classroom lectures by a faculty member. Each written report was analyzed using thematic concept analysis, and the researchers met multiple times throughout the process to discuss the analysis and develop conclusions about themes that were encountered consistently among observations. Common emergent themes included information formats, PowerPoint presentations, timing, organization, student engagement, and delivery. Nonparticipant observers may contribute valuable data that may enhance faculty development in pedagogy. Observations may serve to augment data from student evaluations, self-reflection, and peer assessment.
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Weinkle LJ, Stratford JM, Lee LMJ. Voice in Digital Education: The Impact of Instructor's Perceived Age and Gender on Student Learning and Evaluation. ANATOMICAL SCIENCES EDUCATION 2020; 13:59-70. [PMID: 30693674 DOI: 10.1002/ase.1865] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2018] [Revised: 01/18/2019] [Accepted: 01/22/2019] [Indexed: 06/09/2023]
Abstract
Instructor evaluations are influenced by implicit age and gender bias, with lower ratings and negative feedback given to instructors believed to stray from stereotypical age and gender norms. Female instructors exhibiting typically male-associated qualities such as leadership and authority, are often negatively impacted. Implicit bias also influences evaluation of digital resources and instructors, regardless of students' positive learning outcomes. As digital learning resources become the norm in education, it is crucial to explore the impact of implicit bias at various educational levels. In this study, undergraduate and graduate students were randomly exposed to one of five digital tutorials; four experimental tutorials presenting identical anatomy content with narrators of different gender and age, and a control tutorial featuring origami (paper folding) instructions without audio. Learning outcomes were measured by pre-quiz vs. post-quiz comparisons using repeated measures MANOVA. Implicit bias was analyzed by evaluation response comparisons using repeated measures MANOVA and three-way MANOVA. Post-quiz scores increased significantly in the four experimental groups (P < 0.05) but not in the control (P = 0.99). The increased performance was not statistically different across the four experimental groups (P > 0.26), suggesting that learning occurred irrespective of the instructor gender and age. Students' evaluations were consistently higher for the experimental resources than the control. There was no significant difference in evaluations across the four experimental groups but compared to the control, younger male and younger female narrators received significantly higher ratings for approachability, acceptance, inclusivity, and care for student learning. The study highlights important considerations for digital resources development and interpretation of student evaluations.
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Affiliation(s)
| | - Jennifer M Stratford
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, Colorado
| | - Lisa M J Lee
- Master of Science in Modern Human Anatomy Program, University of Colorado, Graduate School, Aurora, Colorado
- Department of Cell and Developmental Biology, University of Colorado School of Medicine, Aurora, Colorado
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Nazir MA, Al-Ansari A, Farooqi FA. An investigation of dental students' perceptions about the characteristics of effective instructors and their related factors. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:286-294. [PMID: 30734994 DOI: 10.1111/eje.12429] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2018] [Accepted: 02/03/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND The characteristics of effective teachers can be used to improve student learning, support their academic achievement outcomes and promote faculty development and career advancement. OBJECTIVES To assess dental students' perceptions about the characteristics of effective instructors and related factors. MATERIALS AND METHODS This cross-sectional study analysed data collected from students at a dental college in Saudi Arabia. A pilot-tested questionnaire with satisfactory internal consistency was distributed amongst all students. The questionnaire contained 21 items related to the characteristics of effective instructors on a 5-point Likert-type scale. Student's t test was performed to analyse the association of factors like gender, last year's GPA, academic year, paternal income, education and employment with three highly rated items of the characteristics of effective teachers. RESULTS The response rate was 85.4%. There were 53.6% female and 46.4% male students in the study. The provision of learning resources (mean 4.3 ± 1.06), demonstration of honesty, ethics and integrity (mean 4.28 ± 0.99) and showing respect and caring attitude (mean 4.24 ± 0.94) were three most highly rated characteristics of effective instructors. Using the latest technology, acting as a role model and maintaining class discipline were the least rated traits of good teachers. A significantly higher percentage of female students considered these three items more important than male students (P < 0.05). The students with last year GPA > 4 considered providing learning material as an attribute of effective teacher significantly more important than the students with GPA ≤ 4 (P < 0.001). In addition, the characteristics of effective instructors (75.1%) were considered more important in providing students with rewarding learning experience than their teaching experience (15.4%) and educational attainment (9.5%). CONCLUSION The most important attributes of effective teachers included providing learning resources, demonstrating honesty/integrity and showing respect/care.
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Affiliation(s)
- Muhammad Ashraf Nazir
- Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Asim Al-Ansari
- Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Faraz Ahmed Farooqi
- College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
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Ballard RW, Hagan JL, Fournier SE, Townsend JA, Ballard MB, Armbruster PC. Dental Student and Faculty Perceptions of Uncivil Behavior by Faculty Members in Classroom and Clinic. J Dent Educ 2018; 82:137-143. [DOI: 10.21815/jde.018.020] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2017] [Accepted: 09/03/2017] [Indexed: 11/20/2022]
Affiliation(s)
- Richard W. Ballard
- Department of Orthodontics; School of Dentistry, Louisiana State University Health Science Center
| | | | - Suzanne E. Fournier
- Department of Pediatric Dentistry; School of Dentistry, Louisiana State University Health Science Center
| | - Janice A. Townsend
- Department of Pediatric Dentistry; School of Dentistry, Louisiana State University Health Science Center
| | - Mary B. Ballard
- Department of Health and Human Sciences; Southeastern Louisiana University
| | - Paul C. Armbruster
- Department of Orthodontics; School of Dentistry, Louisiana State University Health Science Center
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9
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Elaborative feedback in clinical dental teaching—An assessment from the students’ perspective. Ann Anat 2017; 212:48-54. [DOI: 10.1016/j.aanat.2017.02.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2015] [Revised: 02/17/2017] [Accepted: 02/24/2017] [Indexed: 11/18/2022]
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10
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McAndrew M, Mucciolo TW, Jahangiri L. Characteristics of Effective Simulation (Preclinical) Teachers as Identified by Dental Students: A Qualitative Study. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.11.tb06213.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
| | | | - Leila Jahangiri
- Department of Prosthodontics; New York University College of Dentistry
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11
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Jahangiri L, McAndrew M, Muzaffar A, Mucciolo TW. Characteristics of effective clinical teachers identified by dental students: a qualitative study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:10-8. [PMID: 23279387 DOI: 10.1111/eje.12012] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/14/2012] [Indexed: 05/16/2023]
Abstract
This qualitative research study identified criteria for clinical teacher quality preferences as perceived by dental students. Third and fourth year dental students at New York University College of Dentistry were given a two question, open-ended survey asking what qualities they liked most and least in a clinical teacher. Responses were collected until data saturation was achieved. A total of 157 respondents provided a total of 995 written comments. Descriptive words within the responses were coded and grouped into key words, according to similar relationships, and further refined into 17 defined categories. Three core themes, Character, Competence and Communication, emerged from these 17 categories, which were validated according to specific references found in the existing educational literature. 'Character' comprised nine of the 17 defined categories: (caring, motivation, empathy, patience, professionalism, available, fairness, happiness, patient-centred) and yielded 59.1% of total student responses; 'Competence' consisted of five categories: knowledgeable, expertise, efficient, skilful, effective (29.2%); and 'Communication' represented the remaining three categories: feedback, approachable and interpersonal communication (11.7%). Positive and negative responses related to the defined category of caring were cited by 59.2% of all students. Motivation was the next highest category, cited by 45.9% of students. Non-cognitive attributes, especially those in the Character theme, comprised the majority of student comments. Because students' perceptions are so critical to understanding clinical teaching effectiveness in dental education, these findings can be used to develop assessments to measure clinical teaching effectiveness, to create criteria for the hiring and promotion of clinical faculty and to plan faculty development programming.
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Affiliation(s)
- L Jahangiri
- Department of Prosthodontics, New York University College of Dentistry, NY, USA
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Subramanian J, Anderson VR, Morgaine KC, Thomson WM. The importance of 'student voice' in dental education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:e136-e141. [PMID: 23279401 DOI: 10.1111/j.1600-0579.2012.00773.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/27/2012] [Indexed: 06/01/2023]
Abstract
Although much published school and higher education research have established a strong conceptual foundation for eliciting student feedback, this element is relatively poorly developed in dental education research. This paper examines 'student voice' as a conceptual/theoretical framework and justification for attending to students' perspectives in dental education. The aims of this review paper were: to explore the concept of student voice, including some pragmatic considerations and key critiques of listening to student feedback; to critically analyse key debates about the importance of a research focus on student perceptions using themes from the seminal and contemporary educational literature on student voice from the school, higher and dental educational sectors; to identify gaps in the dental education literature in relation to students' perceptions of their learning, and highlight some practical implications drawn from the 'student voice' literature for dental education; and to assist dental educational researchers in developing a strong rationale for listening to student voice in dental educational institutions. This paper is intended to assist dental educational researchers in justifying future research projects which require eliciting dental student feedback/perceptions.
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Affiliation(s)
- J Subramanian
- Department of Oral Sciences, Faculty of Dentistry, University of Otago, Dunedin, New Zealand.
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Subramanian J, Anderson VR, Morgaine KC, Thomson WM. Effective and ineffective supervision in postgraduate dental education: a qualitative study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:e142-e150. [PMID: 23279402 DOI: 10.1111/j.1600-0579.2012.00774.x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/11/2012] [Indexed: 06/01/2023]
Abstract
INTRODUCTION Research suggests that students' perceptions should be considered in any discussion of their education, but there has been no systematic examination of New Zealand postgraduate dental students' learning experiences. This study aimed to obtain in-depth qualitative insights into student and graduate perceptions of effective and ineffective learning in postgraduate dental education. METHODS Data were collected in 2010 using semi-structured individual interviews. Participants included final-year students and graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe atleast one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. RESULTS Broad themes which emerged included supervisory approaches, characteristics of the learning process, and the physical learning environment. This paper considers students' and graduates' perceptions of postgraduate supervision in dentistry as it promotes or precludes effective learning. Effective learning was associated by participants with approachable and supportive supervisory practices, and technique demonstrations accompanied by explicit explanations. Ineffective learning was associated with minimal supervisor demonstrations and guidance (particularly when beginning postgraduate study), and aggressive, discriminatory and/or culturally insensitive supervisory approaches. CONCLUSION Participants' responses provided rich, in-depth insights into their reflections and understandings of effective and ineffective approaches to supervision as it influenced their learning in the clinical and research settings. These findings provide a starting point for the development of curriculum and supervisory practices, enhancement of supervisory and mentoring approaches, and the design of continuing education programmes for supervisors at an institutional level. Additionally, these findings might also stimulate topics for reflection and discussion amongst dental educators and administrators more broadly.
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Subramanian J, Anderson VR, Morgaine KC, Thomson WM. Improving the quality of educational strategies in postgraduate dental education using student and graduate feedback: findings from a qualitative study in New Zealand. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2013; 17:e151-e158. [PMID: 23279403 DOI: 10.1111/eje.12006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/28/2012] [Indexed: 06/01/2023]
Abstract
INTRODUCTION Research suggests that students' perceptions should be considered in any discussion of their education. However, to date, there has been no systematic examination of New Zealand postgraduate dental students' learning processes in both the research and clinical settings. This study aimed to obtain in-depth qualitative insights into student and graduate perspectives of effective and ineffective learning experiences during their postgraduate dental education. METHODS Data were collected in 2010 using semi-structured individual interviews. Participants included 2010 final-year students and 2009 graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe at least one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. RESULTS Broad themes which emerged included supervisory approaches, characteristics of the learning process and characteristics of the physical learning environment. The focus of this article is to report and discuss the learning processes that participants identified as promoting and precluding effective learning experiences in the clinical and research settings. Students and graduates in the study had largely similar perspectives of learning processes likely to result in effective clinical and research learning. These included self-directed and collaborative learning; timely, constructive and detailed feedback with directions for further improvement; and discreet clinical feedback. Learning processes that precluded effective learning included unsupported and isolated learning, delayed and overly critical/destructive feedback and open criticism in the clinical context. CONCLUSION The in-depth findings of this study contribute to the scientific literature that identifies learning process characteristics which facilitate effective learning from New Zealand postgraduate students' and graduates' perspectives. Additional cross-sectional and longitudinal studies (both qualitative and quantitative) would lead to a better understanding of what constitutes effective teaching in postgraduate dental education.
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Affiliation(s)
- J Subramanian
- Department of Oral Sciences, Faculty of Dentistry, Sir John Walsh Research Institute, University of Otago, Dunedin, New Zealand.
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Shigli K, Hebbal M, Nair KC. Teaching, Research, and Job Satisfaction of Prosthodontic Faculty Members in Indian Academic Dental Institutions. J Dent Educ 2012. [DOI: 10.1002/j.0022-0337.2012.76.6.tb05314.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Kamal Shigli
- Department of Prosthodontics; Modern Dental College and Research Centre; Indore Madhya Pradesh India
| | - Mamata Hebbal
- Department of Public Health Dentistry; K.L.E.V.K. Institute of Dental Sciences; Belgaum Karnataka India
| | - K. Chandrasekharan Nair
- Department of Prosthodontics; AECS Maaruti College of Dental Sciences and Research Center; Bangalore Karnataka India
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Edmunds S, Brown G. Doing qualitative research in dentistry and dental education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2012; 16:110-117. [PMID: 22494310 DOI: 10.1111/j.1600-0579.2011.00734.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
The purpose of this paper is to assist dental researchers to develop their expertise in qualitative research. It sketches the key characteristics of qualitative research; summarises theoretical perspectives; outlines the core skills of qualitative data collection and the procedures which underlie three methods of qualitative research: interviewing, focus groups and concept maps. The paper offers some guidance on writing qualitative research and provides examples of qualitative research drawn from dentistry and dental education.
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Affiliation(s)
- S Edmunds
- Department of Psychology, University of Westminster, London, UK.
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