Attitude of dental students about study resources at Isfahan University of Medical Sciences in 2016-2017.
Document Type : مقالههای پژوهشی
Authors
1 Dental Implants Research Center, Department of Oral and Maxillofacial Pathology, Dental Research Institute, Isfahan University of Medical Sciences, Isfahan, Iran.
2 Dentist, Isfahan, Iran.
3 Dental Material Research Center, Department of Oral and Maxillofacial Pathology, Dental Research Institute, Isfahan University of Medical Sciences, Isfahan, Iran.
10.48305/v0i0.1515
Abstract
Introduction: One of the main educational goals in universities is to enhance the quality of education and improve learning among students. The type of resources the students use might have an important role in effective learning and promotion of educational success. The present research was undertaken to investigate the attitudes of dental students in Isfahan University of Medical Sciences toward their sources of study in the 2016‒2017 educational year.
Methods: In this descriptive/cross-sectional study, a designed questionnaire was distributed among 661 undergraduate students of Dental School of Isfahan University of Medical Sciences in the 2016‒2017 educational year. A total of 512 completed questionnaires were received and finally, 503 questionnaires were analyzed. Data were collected by a researcher-designed questionnaire whose validity and reliability were confirmed and analyzed with SPSS 23, using descriptive and analytical tests such as chi-squared test, ANOVA and Pearson’s correlation coefficient. Statistical significance was set at p value < 0.05.
Results: The results indicated that 429 (85.3%) of the students preferred the lecture notes as their primary source of study throughout the semester. This value, however, increased to 438 (87.1%) during the final exams period. The results also showed a significant correlation between the students’ average grades and the type of material they used as their primary source of study (p value = 0.048).
Conclusion: The results showed that most dentistry students use lecture notes as their primary source for studying. Since use of inappropriate sources might limit the students’ knowledge, it is important for dental schools to take appropriate actions to revise educational policies in order to encourage the students to use textbooks in dentistry.
Key words: Attitude, Dentistry, Reference books, Students.
Methods: In this descriptive/cross-sectional study, a designed questionnaire was distributed among 661 undergraduate students of Dental School of Isfahan University of Medical Sciences in the 2016‒2017 educational year. A total of 512 completed questionnaires were received and finally, 503 questionnaires were analyzed. Data were collected by a researcher-designed questionnaire whose validity and reliability were confirmed and analyzed with SPSS 23, using descriptive and analytical tests such as chi-squared test, ANOVA and Pearson’s correlation coefficient. Statistical significance was set at p value < 0.05.
Results: The results indicated that 429 (85.3%) of the students preferred the lecture notes as their primary source of study throughout the semester. This value, however, increased to 438 (87.1%) during the final exams period. The results also showed a significant correlation between the students’ average grades and the type of material they used as their primary source of study (p value = 0.048).
Conclusion: The results showed that most dentistry students use lecture notes as their primary source for studying. Since use of inappropriate sources might limit the students’ knowledge, it is important for dental schools to take appropriate actions to revise educational policies in order to encourage the students to use textbooks in dentistry.
Key words: Attitude, Dentistry, Reference books, Students.
1. Sanagoo A, Jouybari LM, Ghana S, Sadeghi AlhaAbadi J, Rahimi M, Sadeghi S, et al. Students' attitude towards note-taking and reading pamphlets/handouts in courses. Future of Medical Education Journal 2013; 3(3): 3-6.
2. Salem Safi R, Ashref Razaee N, Sheikhi N, Khoshklam M, Makhdoomi K, Nabilo B, et al. Investigation of studying styles of Urmia Medical Science University's students. J Urmia Nurs Midwifery Fac 2010; 8(2): 76-82. [In Persian].
3. Mirhosseini A. The secret of success in studying. 2nd ed. Tehran, Iran: Akhtaran Publications; 2008. p. 212-6. [In Persian].
4. Abdekhodayi MS, Ghaffari A. Survey students' use of learning and study skills and their relationship with their status and educational background. Studies in Education and Psychology 2010; 11(2): 211-26. [In Persian].
5. Fitzpatrick L, McConnell C. Student reading strategies and textbook use: an inquiry into economics and accounting courses. Research in Higher Education Journal 2008; 13(1): 1-10.
6. Pirhaji O, Mollabashi R, Haghdoost F, Meidani M. Medical students' study resources: Books or notes. Iranian Journal of Medical Education 2012; 11(9): 1461-5. [In Persian].
7. Golshahirad Sh, Ramezanpour A, Fallah R. The evaluation of study pattern and the attitude of medical students and residents about study resources at Zanjan University of Medical Sciences in 2013-2014. J Med Edu Develop 2015; 8(19): 41-53. [In Persian].
8. Ghazavi A, Rafiei M, Mosayebi G, Abtahi H. The attitude of Arak Medical University student’s about reasons of tendency to use the lecture notes instead of textbooks, 2008. Arak Med Univ J 2009; 12(4): 73-80. [In Persian].
9. Tallahassee FL, Donaldson RL, Shen E. 2016 student textbook and course materials survey. Florida, FL: Florida Virtual Campus; 2016. p. 29-30.
10. Rauch D, Wathen S, Mitchell M. A survey of student textbook buying behavior. Proceedings of the 2012 Southeastern INFORMS Conference; 2012 Oct 4-5; Myrtle Beach, South Carolina; p. 194-204.
11. Berry T, Cook L, Hill N, Stevens K. An exploratory analysis of textbook usage and study habits: misperceptions and barriers to success. College Teaching J 2010; 59(1): 31-9.
12. Schoen I. Effects of method and context of note-taking on memory: handwriting versus typing in lecture and textbook-reading contexts [Thesis]. California, CA: Pitzer College; 2012. p. 46.
13. Sharifi Sarasiabi K, Hosseini Teshnizi S, Tavassoali Farahi M. Factors affecting student’s tendency of university students to lecture notes. Hormozgan Univ Med Sci 2013; 17(2): 183-90. [In Persian].
14. Mardanian F, Kazeroonizadeh M. Study styles of students, interns and residents of obstetrics and gynecology in Shahid Beheshti Hospital in Isfahan. Iranian J Med Edu 2003; 3(2): 73-7. [In Persian].
15. Reberte LM, Hoga LAK, Gomes ALZ. Process of construction of an educational booklet for health promotion of pregnant women. Rev Latino-Am Enfermagem 2012; 20(1): 101-8.
16. Reihani T, Pourghaznein T, Ajam M, Hasanzadeh F. A comparative study of lecturing and providing booklet on nursing students' learning and satisfaction. Modern Care Journal 2012; 9(4): 285-91.
[In Persian].
17. Klymkowsky MW. Teaching without a textbook: strategies to focus learning on fundamental concepts and scientific process. CBE Life Sci Educ 2007; 6(3): 190-3.
18. Rouhani A, Akbari M, Mamavi T. Evaluation of study skills among student of Mashhad dental school in academic year 2008-2009. Teb va Tazkieh 2009; 19(3): 63-73. [In Persian].
)