Showing 6 results for Dental Students
Mahdokht Taheri, Mohammad Fakhari, Yasamin Babaee Hemmati,
Volume 0, Issue 0 (7-2025)
Abstract
Background & Objective: Understanding the factors that influence academic motivation is crucial for identifying challenges and tailoring educational interventions to enhance students' learning experiences and outcomes. Thus, this study aimed to assess the academic motivation of dental students and the factors associated with it.
Materials & Methods: This cross-sectional study evaluated 200 dental students from January 7, 2022, to October 31, 2022. The Academic Motivation Scale (AMS), which comprises three domains of intrinsic and extrinsic motivation, was used for data collection. Data were analyzed using ANOVA, the Kruskal-Wallis test, and the t-test.
Results: Of 200 participants, 117 (58.5%) were males, and 160 (80%) were single. The mean age was 24.33 ± 1.66 years. Academic motivation was significantly associated with age, gender, marital status, parental level of education, family financial status, academic level, having a dentist in the family, and university branch (p < 0.001). Females acquired a significantly higher mean score in all three domains than males (p < 0.05). The mean scores of extrinsic motivation and amotivation were significantly higher in singles, students whose parents had a high school diploma (compared with those with a higher educational level), students who did not have a dentist in their family, and students attending the Rasht branch (p < 0.05). Place of residence had a significant association with the amotivation score (p < 0.001), and family financial status had significant associations with both extrinsic motivation (p < 0.001) and amotivation (p < 0.001) scores.
Conclusion: The academic motivation score of the study population was perfect. Age, gender, marital status, parental level of education, family financial status, educational level, having a dentist in the family, and university branch were found to have a significant impact on the academic motivation of dental students.
Samira Basir Shabestari, Iman Shirinbak, Fatemeh Sefidi, Hossein Sherkat Daliri,
Volume 6, Issue 11 (10-2013)
Abstract
Background and Objective: Achievement of maximum educational development is a major goal of education. Social adjustment is a main sign of psychological health. Because of lack of study regarding relationship of the educational development and social adjustment, this study was done.
Materials and Methods: Dental students of Qazvin University of Medical Sciences were included (N= 87). Depending on educational development, students were given four different California Questionnaires (Same questions with different font). Ultimately data was analyzed with the SPSS version 15 and K2, Variance ,T-test and regression.
Results: There was not any significant relationship between social adjustment and educational development (p›0.05).The greatest average of social adjustment was found in students with constant educational development. There was not any significant relation between educational development, social adjustment, social factors and responsibility (p›0.05).
Conclusion: Attention of education authorities to evaluation of the students' social health and taking measures for improving educational development is important.
Dr Mohamad Mahdi Yaghooti Khorasani, Dr Ali Ravari, Dr Ramin Abazarpour,
Volume 9, Issue 22 (7-2016)
Abstract
Background and Objective: Inappropriate behaviors in academic environments can strongly disturb both teaching and learning processes and make conflict and anxiety between instructor and student. The main objective of this study was to investigate students' attitude on inappropriate behaviors in academic environments.
Materials and Methods: This research was a cross-sectional descriptive study conducted in 2012. A questionnaire was designed by the researcher and all students of Faculty of Dentistry voluntarily participated. Data was analyzed using SPSS18 software, descriptive, independent T, ANOVA, and Spearman’s correlation coefficient; P ≤ 0.05 was considered significant.
Results: Results of this study indicated that the majority of students considered sleeping in class as an inappropriate behavior, while checking the time at the end of class was the most common behavior which was reported by them. A significant relationship was observed between students’ perspective on inappropriate behaviors and the manner they did them; as Spearman statistical test indicated a high correlation between their perspective and frequency of inappropriate behaviors (R = 0.55 and P = 0.0001).
Conclusion: Findings indicated that the majority of students had a negative attitude towards inappropriate behaviors. Besides, the frequency of doing these behaviors cannot be justified by this research team. Regarding the negative effects of inappropriate behaviors on education process, it is recommended to take some actions for cherishing instructors and students in academic environments.
Mina Mohebian, Mohsen Dadashi, Nima Motamed, Elnaz Safdarian,
Volume 10, Issue 26 (9-2017)
Abstract
Background and Objective: Depression, anxiety and stress prevalence is one the most important problems among dental students. Due to psychiatric side effects among students, this study was conducted to determine the rate of depression, anxiety and stress in dental students of Zanjan University of Medical Science in academic year of 2015-2016.
Material and Methods: This study with designing of cross sectional-description was done on 149 dental students. Sampling was done randomly and data were completed by questionnaires. In this research questionnaire DASS21 was used for investigating rate of depression, anxiety and stress and questionnaires DESQ was used for investigating stress source factors. Results were analyzed statistically by independent t-test and ANOVA.
Results: The present study showed that dental students had depression, anxiety and stress rates of 31.5%, 40.3% and 41.6%, respectively. There was no significant difference between depression, anxiety and stress in terms of gender and place of residence (p> 0.05). There was a significant difference between depression and stress level in terms of educational level (p ≤ 0.05). The most important stress source factors from students’ point of view were as follows: In educational field was fear of failing (57%), in clinical field was responsibilities for comprehensive patient care (36.2%), and in outside of university was living far from family (37.5%)
Conclusion: Regarding the prevalence of depression, anxiety and stress mentioned and the stressors present, it is recommended that authorities endeavor to decrease these factors and prepare a better educational atmosphere for students.
Mostafa Sadeghi, Elham Shakiba, Zahra Hamzei,
Volume 14, Issue 44 (1-2022)
Abstract
Introduction: The quality of education depends on several factors, including classroom management; The first level of educational management is classroom management, which plays a key role in shaping the structure of education, teaching process and the development of personality and the mental, emotional, educational and training process of learners. The aim of this study was to investigate the effect of classroom management on the responsibility of dental students.
Methods: The present study is descriptive, in terms of purpose is applied research and correlational. The statistical population of the present study was 132 students of Rafsanjan Dental School after the basic sciences exam, and 97 people were selected as the available sample. The research instruments were Wolfgang-Glickman 1986 class management style questionnaire and Costa and McCar 1991 five-factor list responsibility questionnaire. Research data were analyzed using statistical tests of mean, standard deviation and simple regression in spss26 software and confirmatory factor analysis in Amos26 software.
Results: the regression coefficient of education management was 0.50, individual management was 0.61 and behavior management was 0.36 and the regression coefficient between the classroom management and responsibility variables was 0.74.
Conclusion:The results showed that the classroom management style of the professors of the dental school is interventional and all three dimensions of education management, people management and behavior management have a positive and significant effect on studentschr('39') responsibility. Dental students will gain more responsibility during the training by benefiting from the guidance and support of professors.
Keywords: Classroom Management, Responsibility, Dental Students
Dr Moein Shakerinejad, Dr Zeinab Gholamnia-Shirvani, Dr Maryam Nikpour, Dr Effat Khodadadi,
Volume 17, Issue 54 (7-2024)
Abstract
Background & Objective: Hidden curriculum plays an effective role in developing professionalism and improving the quality of education in the fields that constitute the structure of the health system, such as medicine and dentistry. The present study was designed to clarify the experience of dental students with a hidden curriculum at Babol University of Medical Sciences, Babol, Iran.
Material & Methods: This study was conducted with a qualitative approach and using the conventional content analysis method in 2021. The participants consisted of 15 dental students studying in the 3rd to 6th academic years at Babol University of Medical Sciences, Babol, Iran, who were selected by purposive sampling method. Data collection continued until reaching saturation using semi-structured interviews.
Results: The mean age of the participants was 23.8 ± 1.7 years, of which 66.7% were women and 66.7% were men. In this research, 100 codes were obtained that were categorized into 14 subthemes and 6 main themes. The main themes included the professor’s educational characteristics, professor’s professional characteristics, interactions and communication, attitude and expectations, rules, facilities, and educational environment.
Conclusion: The results of our study showed that teaching and assessment methods, professional behaviors, and professors’ role modeling, as well as the interactions between the professors, students, and staff, their attitudes, educational environment, and rules, should be taken into consideration before planning the hidden curriculum for dental students.
