Fatemeh Sadat Sajadi; Zahra Salari; MohadeseSadat TabatabaeiRad; Ali Abedi; Reyhaneh Aftabi
Abstract
Background: Self-assessment (SA) means assessing or judging efficiency, and identifying strengths and weaknesses to improve learning outcomes.Objectives: The present study aims to investigate the knowledge, and attitude of the students of Kerman Dental Faculty regarding practical self-assessment skills.Methods: ...
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Background: Self-assessment (SA) means assessing or judging efficiency, and identifying strengths and weaknesses to improve learning outcomes.Objectives: The present study aims to investigate the knowledge, and attitude of the students of Kerman Dental Faculty regarding practical self-assessment skills.Methods: This cross-sectional descriptive-analytic study included 220 residents, and general students of Kerman Faculty of Dentistry. Data was collected using a questionnaire consisting of two parts. In the first part, the demographic information was recorded. The second part questioned students' knowledge and attitude toward practical self-assessment skills. The intra-class coefficient and content validity index of the questionnaire were 0.72 and 0.83, respectively. Data were analyzed using a T-test, analysis of variance, and multivariate regression in SPSS 21 software. P-value<0.05 was considered as the statistical significance level.Results: The results indicated that the average score of questionnaire was 44.45 ± 6.58 for women and 42.60 ± 5 for men, which was significantly higher in the female students (P-value=0.02). Moreover, the average score of residents was 46.4±6.21, considerably higher than general students (42.99 ± 5.80) (P value = 0.01). Finally, the average score of students at public colleges was equal to 44.48 ± 6.10, higher than that to those studying at private colleges (41.56 ± 5.35) (P-value = 0.01), which shows better self-assessment skills.Conclusion: The study highlights the critical role of self-assessment skills to improve the dental students learning ability, performance, and independency. Moreover, it is recommended that regular self-assessment skills be considered significantly in dentistry curricula.
Zahra Salari; Azadeh Horri; Amin Tahmasbi; Raziyeh Shojayeepour; Fatemeh Jahanimoghadam
Abstract
Background: Continuous improvement of the quality of education requires continuous evaluation of the clinical learning environment (CLE) and identification of university students’ perceptions and expectations. To this end, higher education must improve its quality and increase student satisfaction ...
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Background: Continuous improvement of the quality of education requires continuous evaluation of the clinical learning environment (CLE) and identification of university students’ perceptions and expectations. To this end, higher education must improve its quality and increase student satisfaction for its long-term success and survival.Objectives: The present study aimed to investigate and compare dental residents’ attitudes toward the quality of the CLE.Methods: The participants in this cross-sectional descriptive study were all dental residents (n = 251) at three dental schools in Tehran, Mashhad, and Kerman who were studying in the academic year 2022-2023. The residents were selected using the census method. The Postgraduate Hospital Educational Environment Measure (PHEEM) was used to examine the quality of the learning environment in three areas: perception of autonomy (POA), perception of teaching (POT), and perception of social support (PSS). The collected data were analyzed using descriptive statistics independent samples t-test, correlation analysis, and linear regression analysis with SPSS software at a P value of less than 0.05 was considered statistically significant.Results: The mean scores for POA, PSS, and POT assessed by dental residents at Tehran, Mashhad, and Kerman universities were 108.54, 100.61, and 97.42 (out of 152), which were within the acceptable range. In addition, 44.88% of the dental residents had a good assessment of the CLE. Furthermore, all dental residents reported poor or negative attitudes toward POA. In addition, 34.76% of dental residents were positive about SSP and 50.70% of them had very positive attitudes toward POT.Conclusion: Although a majority of dental residents had positive views about the learning environment and its different educational and social aspects, they had negative assessments of the perception of autonomy (POA) as one of the essential factors in the learning environment. Thus, more attention should be paid to dental residents’ perception of autonomy to promote the educational and social quality of dental schools.
