Dataset Information

Students' Perceptions of Educational Climate in a Spanish School of Dentistry Using the Dundee Ready Education Environment Measure: A Longitudinal Study.

ABSTRACT:

Background

Educational Climate (EC) may determine teacher and student behaviour. Our aim was to evaluate EC longitudinally in a period of 'curricular transition' from traditional (teacher-centred learning) to Bologna curricula (interactive student-centred learning).

Methods

The 'Dundee Ready Education Environment Measure' (DREEM) questionnaire was completed by 397 students from a Spanish School of Dentistry. Students' perception was assessed in different courses and academic years.

Results

The overall EC scale average was 115.70 ± 20.20 (57.85%) and all domain values showed a percentage >52%, which were interpreted as 'positive and acceptable'. The EC mean was: 118.02 ± 17.37 (59.01%) for 2010-2011; 116.46 ± 19.79 (58.23%) for 2013-2014; 115.60 ± 21.93 (57.80%) for 2014-2015; 112.02 ± 22.28 (56.01%) for 2015-2016, interpreted as 'more positive than negative EC'. The worst Learning domain scores corresponded to later academic years and may reflect the Bologna curriculum's more intensive clinical training involving greater responsibility and self-learning.

Conclusions

EC and its domains were perceived more positively than negatively. The Social domain was the most positively evaluated, while the Learning domain was the worst.

SUBMITTER: Maria HA

PROVIDER: S-EPMC7762267 | biostudies-literature | 2020 Dec

REPOSITORIES: biostudies-literature

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Publications

Students' Perceptions of Educational Climate in a Spanish School of Dentistry Using the Dundee Ready Education Environment Measure: A Longitudinal Study.

María Hernández-Crespo Alba HA Paula Fernández-Riveiro FR Óscar Rapado-González RG Ángela Aneiros A Inmaculada Tomás T María Mercedes Suárez-Cunqueiro SC

Dentistry journal 20201207 4

<h4>Background</h4>Educational Climate (EC) may determine teacher and student behaviour. Our aim was to evaluate EC longitudinally in a period of 'curricular transition' from traditional (teacher-centred learning) to Bologna curricula (interactive student-centred learning).<h4>Methods</h4>The 'Dundee Ready Education Environment Measure' (DREEM) questionnaire was completed by 397 students from a Spanish School of Dentistry. Students' perception was assessed in different courses and academic years ...[more]

PMID: 33297396

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Project description:PURPOSE: The objective of this study was to assess student perceptions of the environment in this medical college using the Dundee Ready Educational Environment Measure (DREEM). METHODS: Cross-sectional study; 348 medical student volunteers (68.1%) of all semesters participated (511 enrolled). DREEM has 50 items, each rated from 0-4 (Likert scale: 0, strongly disagree to 4, strongly agree), that measure five domains: students' perceptions of learning; perceptions of teachers; academic self-perception; perceptions of the atmosphere; and social self-perception. Mean item scores, domain scores, and global scores were computed. RESULTS: The three highest rated items were knowledgeable teachers, having good friends, and confidence about passing; the three most problematic items were a poor support system for stressed students, inability to memorize everything, and over-emphasis on factual learning. The percentage score for perception of learning (47.26± 14.85) was significantly lower than that for teachers (52.28± 9.91; P< 0.001); academic self-perception (52.14 ± 15.21; P < 0.001); perception of the atmosphere (51.21 ± 13.60; P = 0.001); and social self-perception (50.63± 13.90; P= 0.010). The global scores were lowest for eighth-semester students (89.8± 21.24) when compared to second (101.33± 21.05; P= 0.003), fourth (107.69± 18.96; P< 0.001), and sixth (100.07± 20.61; P= 0.020). CONCLUSION: Improvement is required across all domains of the educational environment at this institution. Students, particularly of the eighth semester, perceived the teaching negatively. The lowest scores were given to the support system, burdensome course content, and factual learning; thus, a hybrid curriculum that includes problem-based learning might provide students with stimulating learning; structured clinical teaching with specific curricular objectives, as well as mentoring of senior students by faculty and near-peers, might improve the learning environment for senior students.

Project description:The development of positive attitudes toward science is one of the main priorities in science education. However, there is a lack of reliable and valid instruments to measure Spanish-speaking elementary students' attitudes towards school science. In this study, the translation and validation of the Spanish School-Science Attitude Survey (S-SSAS) is reported. The instrument was administered to 643 students enrolled in 3rd to 6th elementary grades. Psychometric evaluation of the S-SSAS provided sound evidence for validity (face, content, construct and criterion) and reliability (internal consistency and temporal stability). Content validity was confirmed through a panel of experts who reached great consensus in linking items to attitudinal constructs, with an ICC = .956. Think-aloud interviews confirmed that students have easily understood and correctly interpreted all items included, thus providing face validity for the S-SSAS. Consistent with theoretical expectations, predictive validity ranged between -.334 to 543 and concurrent validity was examined through S-SSAS correlation with two external measures of conceptual convergence that ranged from.301 to .560, thus confirming criterion validity. Construct validity was assessed by obtaining consistent results with the original scale in terms of reporting no statistically significant differences in attitudinal profiles towards school science between girls and boys and between students from urban and rural schools. Cronbach ?for the entire scale was .704, with item-total correlation ranging from .243 to .560, which reports acceptable internal consistency. Temporal stability with a 10-days span was good, with ICC = .873 and r = .464-790. Taken together, these results indicate that the Spanish single-items School-Science Attitude Survey is easy to administer and equally interpreted by both girls and boys enrolled in rural and urban elementary schools, thus being a valid and reliable instrument for measuring attitudes towards school science.

Dataset Information

Students' Perceptions of Educational Climate in a Spanish School of Dentistry Using the Dundee Ready Education Environment Measure: A Longitudinal Study.

Background

Methods

Results

Conclusions

Publications

Students' Perceptions of Educational Climate in a Spanish School of Dentistry Using the Dundee Ready Education Environment Measure: A Longitudinal Study.

Similar Datasets

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