مجله دانشکده دندان‌پزشکی اصفهان

دیدگاه دانشجویان دندان‌پزشکی شهر اصفهان در مورد محیط یادگیری و ارتباط آن با فرسودگی تحصیلی

نوع مقاله : مقاله‌های پژوهشی

چکیده

مقدمه: کیفیت محیط یادگیری در یادگیری فراگیران مؤثر است و ویژگی‌های خاص محیط یادگیری بر فرسودگی دانشجویان پزشکی تأثیر می‌گذارد. این مطالعه با هدف تعیین دیدگاه دانشجویان دندان‌پزشکی در مورد محیط یادگیری دندان‌پزشکی و ارتباط آن با فرسودگی تحصیلی انجام شد.
مواد و روش‌ها: در مطالعه‌ی مقطعی حاضر در سال 1400 به بررسی دانشجویان دندان‌پزشکی عمومی شهر اصفهان از دانشگاه‌های علوم پزشکی اصفهان و آزاد اسلامی واحد اصفهان (خوراسگان) به روش نمونه‌گیری آسان پرداخته شد. داده‌ها با استفاده از پرسش‌نامه‌ی «زیرشاخه‌ی بالینی فرسودگی شغلی» و پرسش‌نامه‌ی «محیط یادگیری دانشکده‌ی‌ دندان‌پزشکی» از طریق شبکه‌های اجتماعی واتسپ و تلگرام جمع‌آوری گردید. داده‌ها با استفاده از آزمون‌های Mann-whitney U، Kruskal–Wallis ، Spearman  و Logistic Regression تجزیه و تحلیل شد ( p value < 0/05).
یافته‌ها: از 300 دانشجوی داوطلب با میانگین سنی 2/72 ± 24/25 ، تعداد 54/7 درصد زن بودند. نمره‌ی کیفیت محیط یادگیری 0/30 ± 2/922 از 5 ارزیابی شد. بالاترین نمره‌ی کیفیت محیط یادگیری مربوط به بعد سازماندهی برنامه‌ی آموزشی (0/45 ± 3/13) بود. نمره‌ی فرسودگی تحصیلی 0/66 ± 2/61 از 5 گزارش شد. بالاترین نمره‌ی فرسودگی تحصیلی دانشجویان مربوط به بعد بار اضافی (0/87 ± 3/34) بود. بین کیفیت محیط یادگیری و فرسودگی تحصیلی، ارتباطی معکوس مشاهده شد (0/2- = r  و  p value <0/001).
نتیجه‌گیری: دانشجویان دندان‌پزشکی اصفهان کیفیت محیط یادگیری و نیز فرسودگی تحصیلی خود را در حد متوسط گزارش کردند. با توجه به ارتباط معکوس بین کیفیت محیط یادگیری و فرسودگی تحصیلی، پیشنهاد می‌شود مداخلاتی در جهت ارتقاء کیفیت محیط یادگیری و به تبع آن کاهش فرسودگی تحصیلی دانشجویان در دستور کار قرار بگیرد.
کلید واژه‌ها: دانشجویان دندان‌پزشکی، دانشکده‌ی دندان‌پزشکی، یادگیری، فرسودگی شغلی

عنوان مقاله [English]

Perceptions of Dental Students in Isfahan about Their Learning Environment, and Its Relationship with Academic Burnout

چکیده [English]

Introduction: The quality of the learning environment affects students’ learning, and specific characteristics of the learning environment affects medical students’ burnout. The aim of this study was to determine dental students’ viewpoints on the learning environment in dental schools and its relationship with academic burnout.
Materials and methods: In this cross-sectional study, we investigated undergraduate dental students from Isfahan University of Medical Sciences and Islamic Azad University of Isfahan applying a convenient sampling method in 2021. Data were collected through social networking platforms such as WhatsApp and Telegram, using the "Burnout Clinical Subtype Questionnaire" and the "Dental School Learning Environment Survey". Man-Whitney U test, Kruskal-Wallis test, Spearman correlation coefficient, and a linear regression model served for analysis (p value < 0.05).
Results: Among 300 dental students with a mean age of 24.25 ± 2.72, 54.7% were women. The mean score for the dental school learning environment was 2.92 ± 0.30 out of a maximum score of 5. The highest score was belonged to the dimension of organizing educational program (3.13 ± 0.45). The mean score of academic burnout was 2.61 ± 0.66 of the maximum score of 5. The highest score belonged to the dimension of overload (3.34 ± 0.87). A reverse association revealed between the dental school learning environment and academic burnout (r = -0.2, p value < 0.001).
Conclusion: Dental students in Isfahan reported the quality of their dental school learning environment as well as their academic burnout as average. Regarding the reverse association between the learning environment and academic burnout, it is suggested to plan interventions aimed at improving the dental school learning environment and reducing the academic burnout.
Key words: Students; Dental; Schools; Dental; Learning 

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مجله دانشکده دندان‌پزشکی اصفهان
دوره 19، شماره 3 - شماره پیاپی 3
مهر 1402
صفحه 242-252