Volume 3, Issue 2 (9-2015)
mededj 2015, 3(2): 38-45 |
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Seifi S, Sum S. Comparison of dental students consent towards their educational line in clinical and basic science course. mededj 2015; 3 (2) :38-45
URL: http://mededj.ir/article-1-139-en.html
URL: http://mededj.ir/article-1-139-en.html
Oral Health Research Center, Babol University of Medical Sciences, Babol, Iran
Abstract: (10636 Views)
BACKGROUND AND OBJECTIVE: Consent of the students - as one of the fundamental elements of the universities- can make more competence and should be notified in the priority setting of the educational programs. Students consent is an indicator of the effectiveness of all educational areas, scientific and practical, and refers to individual's compatible and incompatible emotions regarding to the study course.
METHODS: In this cross-sectional study with census approach, a self-made questionnaire with confirmed reliability and validity, was distributed among 160 dentistry students at clinical and basic academic levels. The questionnaire was included two sections related to demographic characteristics and students consent .Consent questions was related to the reasons of selection and being interested to the course and designed in 5-point Likert scales. Data was analyzed using SPSS software.
FINDINGS: The results showed that 91.3% of the students declared that if they were re-participated in the entrance exam, they would select the dental course, again. The significant reason of this selection was the outrank of dentistry among the academic courses. The most common and uncommon reasons of the course consent were social situation and educational system encouragement, respectively. The highest consent was observed at the basic academic level.
CONCLUSION: Senior students had a lower satisfaction about their academic course which needs more research and consideration. The university and educational system encouragement had a little impact on students' consent which needs more attention.
Type of Study: Research |
Subject:
Special
Received: 2014/10/3 | Accepted: 2015/07/15 | Published: 2015/09/12
Received: 2014/10/3 | Accepted: 2015/07/15 | Published: 2015/09/12
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
This work is licensed under a Creative Commons Attribution-NonCommercial (CC BY-NC)