Culture and its influences on dental education

Chuenjitwongsa, Supachai; Bullock, Alison; Oliver, R. G.

doi:10.1111/eje.12244

Cited by 15 publications

(18 citation statements)

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“…Cultural background differences influence the way students prefer to learn, so a multiregional investigation would shed some light on any cultural effects extending into the dental student population. 30 – 32 This endeavor would yield a more accurate illustration of the features of learning style preferences of dental students and what factors may modify these preferences. Also, a longitudinal study following a group of dental students from first year to last would be suited to detect any changes in learning style preferences over time, as the curriculum material changes from first year to last.…”

Section: Discussionmentioning

confidence: 99%

Learning style preferences of dental students at a single institution in Riyadh, Saudi Arabia, evaluated using the VARK questionnaire

Al-Dosari

Aljabaa

Al-Sehaibany

et al. 2018

AMEP

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BackgroundStudents differ in their preferred methods of acquiring, processing, and recalling new information. The aim of this study was to investigate the learning style preferences of undergraduate dental students and examine the influence of gender, Grade Point Average (GPA), and academic year levels on these preferences.MethodsThe Arabic version of the visual, aural, read/write, and kinesthetic (VARK) questionnaire was administered to 491 students from the first- to the fifth-year academic classes at the College of Dentistry, King Saud University. Descriptive statistics were used to characterize the learning styles of the students, and Chi-square test and Fisher’s test were used to compare the learning preferences between genders and among academic years. Significance was set at a p-value of <0.05.ResultsA total of 368 dental students completed the questionnaire. The multimodal learning style was preferred by 63.04% of the respondents, with the remaining 36% having a unimodal style preference. The aural (A) and the kinesthetic (K) styles were the most preferred unimodal styles. The most common style overall was the quadmodal (VARK) style with 23.64% having this preference. These differences did not reach statistical significance (p>0.05). Females were more likely to prefer a bimodal learning style over a unimodal style (relative risk =2.37). Students with a GPA of “C” were less likely to have a bimodal or a quadmodal style preference compared to students with a GPA of “A” (relative risk =0.34 and 0.36, respectively). Second-year students were less likely to prefer a bimodal over a unimodal style compared to first-year students (relative risk =0.34).ConclusionThe quadmodal VARK style is the preferred learning method chosen by dental students, followed by unimodal aural and kinesthetic styles. Gender was found to influence learning style preferences. Students with a “C” GPA tend to prefer unimodal learning style preferences. The VARK questionnaire is a relatively quick and simple tool to reveal the learning style preferences on an individual or a group level. Dental educators should adjust their delivery methods to approximate the learning preferences of their students. Dental students are encouraged to adapt a multimodal style of learning to improve their academic results.

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Section: Discussionmentioning

confidence: 99%

Learning style preferences of dental students at a single institution in Riyadh, Saudi Arabia, evaluated using the VARK questionnaire

Al-Dosari

Aljabaa

Al-Sehaibany

et al. 2018

AMEP

View full text Add to dashboard Cite

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“…Numerous features impact achievement; it is presumed that LS only may not anticipate academic success (Richard et al, 2014). Moreover, some researchers specify that social multiplicities could create a distinction in the predilections of LS; they connect them to reasoning and interaction varieties (Chuenjitwongsa et al, 2018;Turner et al, 2011). These opinions might elucidate the tendencies reported in the present research.…”

Section: Discussionmentioning

confidence: 77%

“…In different cultures around the world, it has been described that the background and their peculiarities affect the LS (Chuenjitwongsa et al, 2018). Besides, it has been documented that Hispanic-Latino reported a different learning style preference; their learning styles and environmental contexts involve some particularities: less independent learning, a higher degree of structure, and formal design (Falk-Kessler et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

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Learning Styles of Students and Professors of a Dental School in Latin America: A Cross-Sectional Study

Medina¹,

Goméz-Restrepo²,

Echeverri-Restrepo³

2019

GJHS

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PURPOSE: To recognize the learning styles of applicants, dental students, and professors with several academic degrees. Besides, it was explored the association between grade point average (GPA) of the students and their learning styles. METHODS: It was designed a cross-sectional research. The present research was attended by applicants admitted for a place in the academic period 2019-1 and by the students of the Faculty of Dentistry enrolled during the academic period 2018-2. Besides, all professors were invited to participate. The participants responded to a validated questionnaire to identify their learning style after signing the informed consent. The T-student test was executed to calculate the differences between the groups; besides, post-hoc check was run. Linear regression models were performed expressed in β and 95% confidence intervals. P values of <0.05 were contemplated as statistically significant. RESULTS: A total of 34 applicants, 425 students, and 121 professors participated in the present research. Students and professors presented preference for the theorist and reflector styles; however, the applicant students had a higher preference for the theorist (p = .002), and pragmatist styles (p < .001). A significant correlation was observed between the higher GPA of the students and the theorist style (r = .2; p < .0001). The multivariate linear regression model showed that the theorist style protects against a lower mean of GPA in students (β = -.2; p = .018) after adjusting for sex, age, public high school, and semester enrolled. Besides, professors favored the theorist and reflector styles. CONCLUSIONS: Students and professors preferred the theorist and reflector styles; however, the applicant students favored the theorist and pragmatist. Besides, the theorist style protected against a lower mean of GPA in students.

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“…From the students' perspective, these experiences might be more inspirational and interesting compared with self-study which is less likely to match Asian student's learning preference. 17 Learning methods on becoming innovative healthcare professionals could be formalised into a specialised elective, which was a highly ranked method by the sixth-year students. Instead of being another traditional class, this elective should stress interactive experiences between students, innovators and healthcare managers either on campus or during field trips.…”

Section: Discussionmentioning

confidence: 99%

Perception of Thai dental students on becoming innovative healthcare professionals

Sooampon

2019

Eur J Dental Education

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Eur J Dent Educ. 2020;24:95-102.wileyonlinelibrary.com/journal/eje | 95 AbstractObjectives: This study investigated the perception of dental students on becoming innovative healthcare professionals. The specific objective was to identify aspects of innovative healthcare development that could spur their interest in becoming more involved in healthcare research and new product development.Methods: Survey research was conducted via questionnaires using a five-point Likert scale response. Based on the innovation science literature, each questionnaire comprised three sets of questions that might foster dental students' interest in healthcare innovation development. Data were obtained from 265 students from years 2, 4 and 6.Results: Three critical dimensions of dental student's preferences were revealed.First, socially related goals were identified as important for developing healthcare innovation. Second, non-traditional learning activities, especially lectures from experienced innovators or an industrial trip were suggested to foster interest in healthcare innovation. Third, the students thought it was important to learn about the research process that translates scientific findings into healthcare innovation. Conclusions:This study identifies potential ways to develop dental clinicians' interest in becoming innovative professionals who are involved in healthcare product development. This is especially true for Thailand where commercially based innovation has not yet flourished. K E Y W O R D Shealthcare innovation, product development, student perception How to cite this article: Sooampon S, Sooampon S.Perception of Thai dental students on becoming innovative healthcare professionals. Eur J Dent Educ. 2020;24:95-102.

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Culture and its influences on dental education

Abstract: Culture influences students' learning and educational practice. Dental educators should be aware of such influences and provide support that acknowledges students' different cultural backgrounds. Cultural competence is fundamental for effective teaching and learning in dentistry.

Cited by 15 publications

References 40 publications

Learning style preferences of dental students at a single institution in Riyadh, Saudi Arabia, evaluated using the VARK questionnaire

Learning style preferences of dental students at a single institution in Riyadh, Saudi Arabia, evaluated using the VARK questionnaire

Learning Styles of Students and Professors of a Dental School in Latin America: A Cross-Sectional Study

Perception of Thai dental students on becoming innovative healthcare professionals

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