Dental students’ perception of their educational environment in relation to their satisfaction with dentistry major: a cross-sectional study

BMC Medical Education

Research

Ju Ly Ban¹  Jae-Sung Kwon²  Yoon Min Gil³  Ji Soo Hong⁴  Jae-Il Lee⁵ 

[1] CUNY Graduate Center, City University of New York, New York, USA;Department and Research Institute of Dental Biomaterials and Bioengineering, BK21 FOUR Project, Yonsei University College of Dentistry, Seoul, South Korea;Department of Dentistry, School of Dentistry, Seoul National University, Seoul, South Korea;Korean Institute of Dental Education and Evaluation, Seoul, South Korea;Korean Institute of Dental Education and Evaluation, Seoul, South Korea;Department of Oral Pathology, School of Dentistry and Dental Research Institute, Seoul National University, Seoul, South Korea;

关键词: Educational environment;    Academic major satisfaction;    Dundee ready education environment measure;    Dental education;   

DOI  :  10.1186/s12909-023-04485-w

 received in 2023-03-27, accepted in 2023-06-30,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundStudents’ perception of their educational environment and satisfaction with their major can reveal the extent of their readiness to practice their profession after graduation. This study aimed to evaluate dental students’ perception of their educational environment and satisfaction with their major in dentistry, as well as the relationship between these two factors.MethodsAn online survey was conducted in 2022 among first- to fourth-year students across 11 dental schools in Korea. The Dundee Ready Education Environment Measure (DREEM) and Academic Major Satisfaction Scale (AMSS) were used to measure the students’ perception of the educational environment and satisfaction with their major in dentistry, respectively.ResultsA total of 539 students participated in the survey (response rate = 18.1%). The overall mean scores of the DREEM and AMSS were 125.03 (maximum score 200) and 22.01 (maximum score 30), respectively. Fourth-year students had the lowest scores in the overall DREEM, DREEM subscales (excluding students’ perceptions of atmosphere), and AMSS. The overall DREEM scores and all DREEM subscales showed statistically significant positive and moderate correlations with AMSS (p < 0.001).ConclusionUsing the DREEM, we identified areas that need improvement and the academic year (fourth year) that require proactive support. Considering the positive correlation between all DREEM subscales and the AMSS, measures to comprehensively improve the educational environment are needed to improve dental students’ satisfaction with their major.

【 授权许可】

CC BY   
© The Author(s) 2023