Perceptions of Uncivil Student Behavior in Dental Education

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Uncivil behavior by a faculty member or student can threaten a classroom environment and make it less conducive to learning. The aim of this study was to explore faculty behaviors that dental faculty and students perceive to be uncivil when exhibited in the classroom and clinic. In 2015, all faculty, administrators, and students at a single academic dental institution were invited to participate in an electronic survey that used a five-point Likert scale for respondents to indicate their agreement that 33 faculty behaviors were uncivil. Response rates were 49% for faculty and 59% for students. Significant differences were found between student and faculty responses on 22 of the 33 behavioral items. None of the three category composite scores differed significantly for students compared to faculty respondents. The category composite scores were not significantly associated with gender, ethnicity, or age for faculty or students. Overall, this study found significant differences between students and faculty about perceived uncivil faculty behaviors, though not for categories of behaviors.

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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confidence: 99%

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Dental Student and Faculty Perceptions of Uncivil Behavior by Faculty Members in Classroom and Clinic

Ballard

Hagan²,

Fournier

et al. 2018

Self Cite

“…The basis for the development of the survey entailed combining information gathered from the Incivility in Nursing Education-Revised and other surveys from the literature. 17,20,28,29 Our survey instrument consisted of 4 sections. Section I contained demographic questions such as gender, age, race/ethnicity, level of education, geographical location, years of teaching experience, program type, and type of learning environment (8 items).…”

Section: Methodsmentioning

confidence: 99%

“…4,8,12,13 A small number of studies found age and gender have a positive association with these differences in faculty-student perceptions. 6,13,14,[16][17][18][19][20] Predictors and other contributory factors of student incivility indicate the influences of stress, social norms, and consumerism and narcissism traits significantly impact a student's tendency to engage in uncivil classroom behaviors. [21][22][23] Furthermore, a lack of support from institutional administration was also cited as a primary contributor to faculty dissatisfaction regarding incidents of student incivility.…”

Section: Introductionmentioning

confidence: 99%

Faculty perceptions of student incivility in dental hygiene education

McCarthy

Giblin‐Scanlon

Perry

et al. 2020

Purpose/objective: Conflict and discourtesy between college students and faculty have become increasingly common in higher education. Fallout from uncivil student encounters can have numerous effects on educators' overall health and has been shown to negatively impact learning environments. This research assessed the severity and frequency of student incivility in dental hygiene education and explored the relationship uncivil behavior has on faculty feelings of confidence, career satisfaction, and longevity. Methods: Cross-sectional survey research was conducted among dental hygiene educators (n = 601) in the United States and Canada using purposive and snowball sampling. The survey (47-item) was developed based on the literature and validated prior to administration. Spearman's correlation coefficient was used to assess the relationship between variables and mean item category scores and thematic analysis was used to identify themes for open-ended questions. Results: Survey completion rate was 78% (n = 469). Behaviors ranked mildly uncivil, such as eating/drinking in class, occurred more frequently, and incivility had less impact on faculty confidence with increased age (r =-.19; P ≤ 0.01). The level of severity of behaviors did not impact educators; however, how often certain behaviors occurred had some effect. Contemptuous behaviors, such as using a disrespectful/sarcastic tone (r = .34, .32, .31; P ≤ 0.01), had the most impact. Conclusion: This study determined student incivility exists within dental hygiene education. Day-today , minor uncivil behaviors seemingly take a greater emotional toll than occasional, highly uncivil encounter. Understanding how faculty perceive these behaviors may influence development of management strategies, fostering a sense of career satisfaction for educators.

How witnessing rudeness can disrupt psycho‐motor performance of dental students

Woolum

Echeto

Cooper

et al. 2021

Rude and disrespectful behaviors are ubiquitous and pervasive in the workplace. The purpose of this study was to examine the effects of witnessed rudeness on dental student psychomotor performance. Using an experimental, betweensubjects design, 71 2nd (Sophomore) year dental students witnessed either an experimental (rude) or control (neutral) condition in which a confederate lab manager interacted in a rude or neutral manner with a prospective lab assistant candidate. Students then performed a mock prosthodontics psychomotor examination as part of the fixed prosthodontics preclinical course. Results indicated that those students who arrived at the experimental session cognitively depleted (+1 SD above the mean) and were exposed to the rude condition were significantly more likely to make critical errors when performing a posterior bridge preparation, compared to those students in the control group. There were no significant differences between the rude and control conditions for participants who were not cognitively depleted (−1 SD below the mean). Overall, the findings indicate that for those dental students suffering from cognitive depletion, merely witnessing rudeness can have adverse impacts on psychomotor performance and potentially, eventual patient care.