Appraisal of the dental school learning environment: the students' view.
Appraisal of the dental school learning environment: the students' view.
复制标题
牙科学校学习环境的评价：学生的看法。
DOI：
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发表时间：
2005
影响因子：
2.3
通讯作者：
Marcia Isaacs
中科院分区：
文献类型：
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作者：
David L Henzi;E. Davis;Roma Jasinevicius;W. Hendricson;Laura Cintron;Marcia Isaacs
大多数研究牙科学校的课程已经解决了组织，结构和内容的问题，从管理人员，教师，从业者/校友和专业组织的角度。然而，很少有研究集中在牙科学校的学生的意见。本研究旨在探讨学生对牙科学校学习环境、知识气氛及师生关系的认知。本报告介绍了如何“牙科版”的医学生学习环境调查（MSLES）被用来确定学生的牙科教育的看法。大一和大三牙科学生的看法进行了测量与牙科学生学习环境调查（DSLES），评估学习环境，智力气候，学生和教师之间的关系在七个方面：灵活性，学生与学生的互动，情感气候，主动性，有意义的经验，组织，和兴趣的广度。DSLES被邮寄到北美的23所牙科学校，其中18所学校分发了清单。共有619名牙科学生回答。结果区分新生和初中牙科学生。大一和大三的学生提供了最高（最积极的）评级的DSLES分量表的“兴趣广度”（在牙科和外部利益的兴趣是鼓励）和“有意义的学习经验”（课程的意义，牙科）。大一学生提供了最低的（最不积极的）评级为“情绪气候”（学生的反应，他们的课程进行的方式和压力水平），和低年级的学生提供了最不积极的评级为“教师的积极性”（教师的支持和鼓励程度提供给学生）。DSLES确定了学生对其教育经历的看法和需要改进的地方。通过解决这些问题，教师可以提高学生对牙科教育的满意度。
The majority of studies examining dental school curriculum have addressed organization, structure, and content issues from the perspectives of administrators, faculty, practitioners/alumni, and professional organizations. However, few studies have focused on students' opinions of dental school. The purpose of this study was to determine students' perceptions of the learning environment, intellectual climate, and teacher-student relationships in dental school. This report describes how the "dental version" of the Medical Student Learning Environment Survey (MSLES) was used to identify students' perceptions of their dental education. Freshman and junior dental students' perceptions were measured with the Dental Student Learning Environment Survey (DSLES), which evaluates learning environment, intellectual climate, and relationships among students and teachers in seven areas: flexibility, student-to-student interaction, emotional climate, supportiveness, meaningful experience, organization, and breadth of interest. The DSLES was mailed to twenty-three dental schools in North America with eighteen of the schools distributing the inventory. A total of 619 dental students responded. Results were differentiated between freshman and junior dental students. Both freshman and junior students provided the highest (most positive) ratings for the DSLES subscales of "breadth of interest" (interest in dentistry and outside interests are encouraged) and "meaningful learning experience" (significance of courses to dentistry). Freshman students provided the lowest (least positive) ratings for "emotional climate" (students' responses to the way their courses were conducted and stress levels), and junior students provided the least positive ratings for "faculty supportiveness" (extent of faculty support and encouragement provided to students). The DSLES identified students' perceptions of their educational experience and localized areas for improvement. By addressing these areas of concern, faculty can increase student satisfaction with their dental education.