Perception of Dental students regarding Periodontology education environment after curricular changes

Carla Andreotti Damante,Mariele Vertuan,Iago Amantéa Hallgren,Mariana Schutzer Ragghianti Zangrando

doi:10.35699/2237-5864.2019.12621

Abstract

The perception of Periodontology learning environment was measured before and after curricular restructuring by the Dundee Ready Education Environment Measure (DREEM). Undergraduate students (2nd, 3rd, 4th years; n = 266) were divided into two main groups: former curriculum (n = 131) and current one (n = 131). Total DREEM score, its five dimensions, Periodontology grades and their weighted average were compared. Student’s t test and ANOVA were used for analysis (p < 0.05). There was a statistically significant difference between the second (teachers) and fifth (social relations) dimensions and between Periodontology grades and the weighted average in both curricula. For each year, higher scores in the second dimension, Periodontology grades and the weighted average were obtained for current curriculum. Both curricula presented a significant correlation between Periodontology grades and their weighted average. Total DREEM scores for 2nd, 3rd and 4th years of current curriculum presented no differences (p > 0.05). The implementation of a new curriculum had an important impact on the students’ positive perceptions, which reflected in their academic performance

Highlights

The educational system must constantly improve in order to follow changes in the students’ social context
The population of this study included second, third and fourth-year undergraduate students, who were enrolled in the discipline of Periodontology (n = 266)
This study demonstrated positive perception of the students about the learnig environment, superior perception of professors and overall increase in mean grades, after implementation of the new curriculum

Summary

Introduction

The educational system must constantly improve in order to follow changes in the students’ social context. To successfully implement these changes, assessments are necessary. Students’ perception, considering their teaching environment, is a valid resource to modify or to improve the quality of education. The teaching environment consists of three factors: the physical learning environment, the context on which it sits, and the culture of the environment (VICTOROFF; HOGAN, 2006). Considering that education is a dynamic process, researches about this topic are important to improve strategies and teaching methods. One way of evaluating the teaching environment is through Dundee Ready Education Enviroment Measure (DREEM) (APPENDIX), a self-reporting questionnaire, which is an international instrument nonspecific for any culture (KHAN et al, 2011)

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Conclusion