Dataset Information

Hybrid versus distance learning environment for a paediatric dentistry course and its influence on students' satisfaction: a cross-sectional study.

ABSTRACT:

Background

During the novel COVID-19 pandemic, many universities adopted distance and hybrid learning as a modification to their teaching methods to ensure continuity of education, abiding by the worldwide recommendations of social distancing.

Aim

To compare learning environments created through hybrid learning versus distance learning, to deliver paediatric dentistry course, and to assess the correlation between the created learning environment and students' satisfaction.

Method

In this cross-sectional study, students enrolled in a hybrid paediatric dentistry course were asked to participate in an electronic survey. The learning environment was assessed using Distance Educational Learning Environment Survey (DELES), students' satisfaction was assessed using Satisfaction Scale (SS). Retrospective data for distance learning course was used for comparison. Ordinal data were compared using Mann-Whitney U test. Spearman's rank order correlation coefficient was used to correlate students' satisfaction with DELES. Multiple regression analysis was used to predict satisfaction.

Results

A total of 376 students' data were considered in the study. Hybrid learning had significantly higher scores than distance learning in 3 DELES scales. There was a statistically significant weak positive correlation between satisfaction and DELES. Multiple regression analysis model was statistically significant and accounted for (22.8%) of the variance in students' satisfaction. Only "Instructor support" (p = 0.001) and "Student autonomy" (p < 0.001) had a significant effect on satisfaction.

Conclusion

This study supports the superiority of a hybrid learning environment over a complete distance learning environment, it also shows that satisfaction is correlated and can be predicted by the created learning environment.

Trial registration

This study has been registered on clinicaltrials.gov on 21 May 2020 with an identifier: NCT04401371 .

SUBMITTER: Yousry YM

PROVIDER: S-EPMC9069422 | biostudies-literature | 2022 May

REPOSITORIES: biostudies-literature

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Publications

Hybrid versus distance learning environment for a paediatric dentistry course and its influence on students' satisfaction: a cross-sectional study.

Yousry Yasmin Mohamed YM Azab Maha Moussa MM

BMC medical education 20220505 1

<h4>Background</h4>During the novel COVID-19 pandemic, many universities adopted distance and hybrid learning as a modification to their teaching methods to ensure continuity of education, abiding by the worldwide recommendations of social distancing.<h4>Aim</h4>To compare learning environments created through hybrid learning versus distance learning, to deliver paediatric dentistry course, and to assess the correlation between the created learning environment and students' satisfaction.<h4>Meth ...[more]

PMID: 35513807

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Project description:PurposeTo investigate the attitude of final-year dental students towards their paediatric dentistry training and their confidence in treating child patients.MethodsA 55-item questionnaire was distributed online and physically to the final-year BDSc (Hons) students at The University of Queensland (Australia). The questionnaire consisted of four parts including theoretical knowledge, clinical observational experience, preclinical training and clinical training in paediatric dentistry. Self-reported confidence was recorded using five-point Likert scale questions ranging from 'not confident at all' to 'completely confident', which were allocated the numbers 1-5, respectively. Jamovi and GraphPad Prism were used for data analysis and creation of graphs.ResultsA total of 47 students completed the questionnaire giving a response rate of 77%. Approximately two-thirds of participants had previous experience working with children and 70% had observed a practitioner providing paediatric dental treatment. The students reported the lowest level of clinical confidence for pulp therapy (M = 2.32; SD = 1.08). The clinical confidence in dental trauma management was also reported to be low (M = 2.50; SD = 1.15). The clinical administration of local anaesthetic (LA) had the highest level of confidence (M = 3.95; SD = 1.03). The students reported that they were highly confident in the theoretical knowledge of behaviour guidance techniques (M = 3.64; SD = 0.97) and preclinical training involving examination, treatment planning and preventative procedures (M = 4.33, SD = 0.67).ConclusionThis study showed that students reported low levels of confidence in pulp therapies and trauma management in children as compared to other aspects of paediatric dentistry. Students indicated the need for more preclinical and clinical training sessions, as well as more opportunities to perform a wider variety of treatments on paediatric patients.

Project description:BackgroundSociocultural competence is essential for health professions education (HPE) students. However, the relationships between university campus environment, sense of belonging, and sociocultural engagement of HPE students remain unclear. We hypothesized that a university environment promoting students' participation in social activities enhances their sociocultural engagement, which is mediated through the students' sense of belonging, ultimately increasing their satisfaction with university experience.MethodsThe study included undergraduate HPE students (n = 638) at Gulf Medical University. We used a validated questionnaire for measuring sociocultural engagement of students (13 items). In addition, we used scales for measuring the supportive campus environment (8 items), quality of student relationships (4 items), students' sense of belonging (5 items), and student satisfaction with university experience (one item). We examined the relationships between the study variables using path analysis.ResultsThe campus environment had direct significant effects on the two dimensions of sociocultural engagement: sociocultural interactions and sociocultural adaptation (β = 0.18 and 0.24, P < .001, respectively). Similarly, the quality of student relationships had direct significant effects on sociocultural interactions and sociocultural adaptation (β = 0.29 and 0.26, P < .001, respectively). In addition, a supportive campus environment and student relationships had direct significant effects on the students' sense of belonging (β = 0.41 and 0.35, P < .001, respectively). Furthermore, the sense of belonging directly affected student's satisfaction with the university experience (β = 0.50, P < .001), and indirectly mediated the relationship between the supportive campus environment, student relationships, and student satisfaction (β = 0.33 and 0.26, P < .001, respectively). However, there was no direct significant effect of either supportive campus environment, student relationships, or sociocultural engagement of students on their satisfaction with university experience.ConclusionsA supportive campus environment and positive student relationships significantly affected sociocultural engagement and sense of belonging among HPE students. Moreover, the sense of belonging serves as a partial mediator, linking the campus environment and the quality of student relationships to overall satisfaction with the university experience. While student satisfaction is primarily driven by the sense of belonging, sociocultural engagement did not have a significant direct impact on student satisfaction with university experience.

Dataset Information

Hybrid versus distance learning environment for a paediatric dentistry course and its influence on students' satisfaction: a cross-sectional study.

Background

Aim

Method

Results

Conclusion

Trial registration

Publications

Hybrid versus distance learning environment for a paediatric dentistry course and its influence on students' satisfaction: a cross-sectional study.

Similar Datasets

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