Students In Year Research Articles

Prevalencia y severidad del burnout académico en estudiantes universitarios durante la pandemia por la COVID-19

Background: Academic burnout (AB) is an insidious process characterized by the feeling of emotional exhaustion due to the demands of academic life. Despite its impact on people's health, its prevalence has not yet been reported in Peru. The objective was to estimate the prevalence of AB, based on the emotional exhaustion experienced by university students, and the differences according to the student's year of study and sex. Method: Participants were 341 college students (76% women) from several institutions who were enrolled between the second and fourth year-of-studies. The Emotional Exhaustion Scale was used to measure students' AB. Results: The prevalence of AB was described by percentages and the comparison between groups was performed with effect size measures. The results reveal BA levels at a high level (31.4%) and risk (11.7%). On the other hand, women score higher than men in BA, but no differences were found according to the year of study. The association with anxiety and depression was moderate. Conclusions: The prevalence of academic burnout was significant, and it is associated with anxiety and depression.

Prevalencia y severidad del burnout académico en estudiantes universitarios durante la pandemia por la COVID-19

Background: Academic burnout (AB) is an insidious process characterized by the feeling of emotional exhaustion due to the demands of academic life. Despite its impact on people's health, its prevalence has not yet been reported in Peru. The objective was to estimate the prevalence of AB, based on the emotional exhaustion experienced by university students, and the differences according to the student's year of study and sex. Method: Participants were 341 college students (76% women) from several institutions who were enrolled between the second and fourth year-of-studies. The Emotional Exhaustion Scale was used to measure students' AB. Results: The prevalence of AB was described by percentages and the comparison between groups was performed with effect size measures. The results reveal BA levels at a high level (31.4%) and risk (11.7%). On the other hand, women score higher than men in BA, but no differences were found according to the year of study. The association with anxiety and depression was moderate. Conclusions: The prevalence of academic burnout was significant, and it is associated with anxiety and depression.

Breastfeeding knowledge in university nursing students. A multicentre study in Spain

BackgroundExclusive breastfeeding is one of the main health and infant survival elements. To start and maintain breastfeeding, health professionals must receive culturally sensitive evidence-based breastfeeding training to offer future mothers the required information and support. While studying the nursing degree, acquiring the necessary knowledge and skills to successfully perform this work is essential. ObjectiveStudy the level of nursing students' breastfeeding knowledge at three Spanish public universities; explore which variables are related to acquire this knowledge. DesignAn observational, descriptive, cross-sectional multicentre study. MethodsParticipants were the students registered for the 4 nursing degree years at the three participating universities (N = 1540). They were asked about their breastfeeding knowledge with the self-administered AprendeLact Questionnaire; breastfeeding-related socio-demographic variables were included. ResultsThe overall mean score of the 684 returned questionnaires was 4.659 (±2.377) out of 10. The year-4 students from the Castellón university obtained significantly higher mean scores and had been on practicals in maternity or neonatology units, belonged to breastfeeding associations and were artificially fed as infants. University belonged to, current academic year and placements in maternity or neonatology units were relevant factors for acquiring breastfeeding knowledge. ConclusionsSyllabi based on progressive transversal learning, and participating in real maternity-related health settings, could be facilitating strategies to acquire a suitable level of breastfeeding knowledge.

The Application Two-Way of Analysis of Variance with Gender and Years Class

Every year the admission of new students with various backgrounds implies that students have different abilities. The difference in student abilities corresponding to student learning habits. Student learning habits maybe different if viewed from the gender and student's years class. Based on differences of student abilities is necessary to conduct research to determine the relationship between student's years class and gender toward student learning habits. This study was an ex post facto study with a sample of 203 students as the sample was selected by simple random sampling technique. Based on analysis of variance statistical analysis of two paths obtained by students' learning habits do not different in terms of gender this can be seen from Fscore = 0.008 with sig = 0.93 > 0.05, while students' learning habits are different if viewed from the year of the student's class this can be seen of the value Fscore = 3.537 with sig = 0.008 < 0.05. Post hoc test indicated that students’ 10th semester difference with student 4th semester and 2th semester. Students 2th semester difference with 6th semester and 8th semester.

Differences in critical thinking skills between nursing students on a fast-track versus traditional 4-year programme.

The authors were unable to find studies comparing the critical thinking skills of nursing students on advanced standing programmes (ASP) and on traditional 4-year BN programmes in Canada. The ASP is a condensed Bachelor of Nursing (BN) programme, designed for students who already have a university degree or similar qualification. To measure and compare the critical thinking skills of ASP students and traditional 4-year BN students. A cross-sectional study using a self-administered questionnaire used to collect data from 100 nursing students at a university in Canada. Data were analysed using descriptive and inferential statistics. All research ethics were taken into consideration. All participants scored highly in their critical thinking skills. However, ASP students scored significantly higher than their counterparts on the 4-year programme (M=21.6 vs M=18.9, F=4.75, P=0.035). Higher critical thinking skills among ASP nursing students is a promising sign to expand and support this type of programme as a fast and effective method to cover the shortage in nurses.

Mental Health Conditions Among Community College Students: A National Study of Prevalence and Use of Treatment Services.

This study estimated the prevalence of self-reported symptoms of mental health problems and treatment utilization in a U.S. national sample of community college students and made comparisons with data from a sample of students at 4-year educational institutions. The study used data for 2016-2019 from the Healthy Minds Study, an annual cross-sectional survey. The sample included 10,089 students from 23 community colleges and 95,711 students from 133 4-year institutions. Outcomes were mental health symptom prevalence based on validated screening tools and rates of service utilization, such as use of therapy and psychotropic medication. Analyses were weighted by using survey nonresponse weights. Prevalence rates were comparably high in the sample of community college and 4-year students, with just more than 50% of each group meeting criteria for one or more mental health problems. Analyses by age group revealed significantly higher prevalence for community college students ages 18-22 years, relative to their same-age peers at 4-year institutions. Community college students, particularly those from traditionally marginalized backgrounds, were significantly less likely to have used services, compared with students on 4-year campuses. Financial stress was a strong predictor of mental health outcomes, and cost was the most salient treatment barrier in the community college sample. This is the largest known study to report on the mental health needs of community college students in the United States. Findings have important implications for campus policies and programs and for future research to advance equity in mental health and other key outcomes, such as college persistence and retention.

НА ПОДСТУПАХ К БОЛЬШОЙ НАУКЕ (К 70-ЛЕТИЮ ПЕРВОГО ВЫПУСКА "ЖУРНАЛА НАУЧНЫХ СТУДЕНЧЕСКИХ РАБОТ")

The article deals with content of the first typewritten issue of “Student Scientific works Journal” as a historical document. The issue was prepared by 2-year students of the Biology and Soils Faculty at Lomonosov Moscow State University (MSU)) on the basis of the biological summer practice. Data about science life of some journal’s authors are given.

Examining Civic Outcomes Between 2- and 4-Year Colleges: A Case Study of Two Postsecondary Institutions

While postsecondary education appears to promote civic mindedness and engagement, relatively little is known about the association between civic outcomes and types of postsecondary education, as well as across different academic programs. Using a convenience sample from two postsecondary education institutions in the Mid-Atlantic U.S., this research examines the differences in civic mindedness and civic engagement between 2-year community college and 4-year university students, as well as students in different majors. Despite no significant difference between 2- and 4-year institutions, social science majors have greater civic outcomes in the specific areas compared to other majors.

Evidence-Based Medicine Course for Pre-Clinical Medical Students and Evaluation of Their Self-Efficacy Perceptions

Objective This study aims to share the results of the two-year implementation phase of the Evidence-Based Medicine (EBM) course, which was restructured and updated at Manisa Celal Bayar University Faculty of Medicine (MCBUFoM). Materials and Method All (N = 514) students enrolled in Year-1 at MCBUFoM in the academic years of 2018-2019 and 2019-2020 were included in this cross-sectional study. Course goal, competencies and learning objectives were determined and sessions were developed accordingly. This restructured 12-hour course was given in six sessions, four of which were theoretical and two were practical. Lectures, practical exercises using mobile devices in small groups and case-based problem-solving activities were used as instruction methods. Students’ self-efficacy perceptions and their feedback regarding the EBM course were collected via two separate online questionnaire forms containing structured and semi-structured items. The responses of the students who attended the EBM course sessions were analyzed and reported. ResultsA total of 195 Year-1 students (37.7%) responded to the survey questionnaires. One hundred seventy-two of these students (88.2%) reported that they attended EBM course sessions. Based on their participation, 68 (39.5%) students have not attended any practical sessions, and 104 (60.5%) students have attended at least one practical session. Ninety-one (65.0%) of the students stated that the time allocated to the course was sufficient. It was revealed that the mean total score of students' self-efficacy perceptions regarding the learning objectives of the EBM course was 3.41 ± 0.85, and the highest mean value was found in application dimension (3.49 ± 1.06). Students' self-efficacy perceptions were found to be significantly higher for the students who attended the practical sessions. Students’ level of satisfaction regarding the course was high for all evaluation domains. “The scope of the course” was most frequently (n = 86, 56.2%) reported response as the “most beneficial aspect of the course” by the students. ConclusionsThe findings obtained in this study were found to be compatible with the data reported in the literature. Starting the EBM training early, and continuing them throughout the medical education will increase the permanence of the knowledge acquired. Utilizing case-based clinical problems and mobile devices will have a significant positive impact on students' perception of self-efficacy concerning EBM.

A cross-sectional study to determine factors affecting dental and medical students’ preference for virtual learning during the COVID-19 outbreak

Virtual “online” teaching has been adopted by most universities around the world during the COVID-19 outbreak. This study aims to investigate the factors that might affect students’ preference for virtual learning. Since a second wave of such pandemic is expected to occur, professors and teaching assistants may want to be prepared and aware to create an effective virtual learning environment for students.Using an online survey questionnaire, a total of 488 students in their basic science years of study (first to the third year) who are enrolled in dental and medical college responded to the online survey. The authors utilized a binary logistic regression model to estimate the impact of the nine explanatory variables (gender, student's year of study, accessibility of online tools, class engagement in virtual classes, GPA change during COVID-19 outbreak, class attendance in virtual vs. in-person lectures, type of study material, time saving for virtual classes, and anxiety level during the COVID-19 outbreak) on the students' preference for virtual learning. The analysis of variance showed that three out of the nine variables were not significant to the model: gender, study level, and study material. In addition, to understand the behavioral intention for the students during such pandemic, the online survey questionnaire captured students' voice on their willingness to wear masks, wash their hands, or both as well as their acceptance to take the vaccine once it is available. The results showed that 7.02 % of the students did not change simple health behaviors and 18.43% are not interested in taking the vaccine. This implies the importance of enacting new laws for reopening universities, applying high fines for violators, and obligating students to take the vaccine since university settings have high levels of social contact with populations from different communities and countries.

Knowledge and Attitudes Towards Abortion and Euthanasia Among Health Students in Papua New Guinea.

PurposeThe purpose of this study was to explore knowledge and attitudes of health program students towards ethical issues pertaining to the beginning and the end of human life, and associations between these attitudes and demographic variables.Participants and MethodsThe study took a mixed-method approach with self-administered survey questionnaires and in-depth interviews. A total of 88 students participated in the survey, and 10 students participated in interviews. The study was conducted among students in the Health Extension Program at a Christian university in Papua New Guinea.ResultsStudents showed a higher acceptance of abortion than euthanasia. More year-4 students presented significantly deeper knowledge of euthanasia and abortion compared to year-1 students. There were no gender differences regarding knowledge and attitude towards these two bioethical issues. The majority of students opposed the idea of women’s right to abortion, which is attributed mainly to socio-cultural reasons. The qualitative analysis indicated a very strong perception that having children ‘defines’ womanhood and also revealed general disapproval of any form of euthanasia. A low level of acceptance of various forms of euthanasia is associated with a respect for older people in Melanesian society and beliefs that ancestors’ support is required for achieving prosperity in life.ConclusionThe study offered a comprehensive description and analysis of students’ knowledge and attitudes towards ethical issues pertaining to the beginning and the end of human life. Presented a low level of knowledge towards bioethical issues, together with a small proportion of the knowledge gained from lectures and tutorials, indicated inadequate teaching of bioethics and calls for further improvement. In the perspective of rapid social and cultural changes in the Papua New Guinea society, further studies on changing attitudes towards bioethics issues would be valuable.

A Proposed Curriculum for 5-years BDS Programme in Pakistan and its Comparison with the Curricula Suggested by PMDC and HEC

In Pakistan, whether to enforce a 4-year BDS course versus a 5-year course, is a matter of debate that warrants multiple deliberations. In USA and Canada, dentistry is 4-year long course but students can apply for admission into dental school only when they have already done 16 years of schooling (i.e. a 4-years of graduate university education is the pre-requisite). On the other hand, In UK & Ireland, students can apply for admission into dental colleges with 12-years of high school education. However, they follow a 5-years BDS programme. Similarly, there is much difference on the emphasis on various subjects taught in the dental programmes. This paper critically appraises the PMDC and HEC advised BDS curricula in Pakistan and suggests an alternative curriculum that is more balanced in terms of subject distribution, assessment and above all contemporary to cater the evolving needs of the dynamic discipline of dentistry. KEYWORDS: Dental; education; curriculum; Pakistan HOW TO CITE: Khan FR. A Proposed curriculum for 5-years BDS Programme in Pakistan and its comparison with the curricula suggested by PMDC and HEC. J Pak Dent Assoc 2020;29(4):169-171.

Features of manifestations of functional dyspepsia in medical students of different years of study

Objective of the study:to clarify the influence of external factors on the symptoms of functional dyspepsia in medical students.Materials and methods:A survey of 105 students aged 20.2 ± 0.18 years was conducted. The survey was conducted on a special gastroenterological questionnaire GSRS. Also in the questionnaire we added questions that characterize postprandial distress syndrome. An additional questionnaire was conducted on issues that allow us to assess the influence of external factors on the functional dyspepsia of students (nutrition, bad habits, constitutional features).Results:During the study revealed: the intensity of manifestations of functional dyspepsia from 1 to 6 courses is reduced. Bad habits like smoking, eating at bedtime, using chewing gum, eating with alcohol have a negative effect on the digestive system, which can be a risk factor for developing functional dyspepsia. A correlation was also found between clinical syndromes: epigastric pain syndrome and reflux syndrome (r = 0.4), diarrhea syndrome (0.37), dyspeptic syndrome (0.5), constipation syndrome (0.37); postprandial distress syndrome and reflux syndrome (0.42), diarrhea syndrome (0.39), dyspeptic syndrome (0.83), constipation syndrome (0.39).Conclusions:The intensity of most manifestations of functional dyspepsia during the transition to older courses decreases, however, 4-year students are more susceptible to postprandial distress syndrome, which can be associated with adverse factors such as smoking, eating food at bedtime, using chewing gum, eating with alcohol.

ENSINO DE FÍSICA E TECNOLOGIA ASSISTIVA: UM NOVO OLHAR PARA A INCLUSÃO

Na época atual, a demanda de alunos com necessidades especiais vem crescendo exponencialmente a cada ano, e com isso o índice de apoio nas escolas também se torna bastante necessário. Por meio dessa pesquisa, o objetivo é evidenciar o uso da tecnologia assistiva, integrando o papel da monitoria, ajuda no desenvolvimento mais crucial para os discentes dentro e fora de sala de aula, já que sem essa beneficência, o aluno não consegue incluir-se de maneira significativa no âmbito escolar em uma sala de aula de ensino regular comum. Então, para alcançar esse propósito, a metodologia possui um cunho qualitativo de modo de pesquisa ação, que permeia entre a adaptação de atividades, junto a tecnologia de softwares, e materiais acessíveis feitos com utensílios, no qual muitas vezes são de baixo custo, que acabam se tornando um grande auxílio durante o ano letivo do discente, e por sua vez, para o professor que não consegue ministrar e incluir o aluno, na aula com os recursos utilizados atualmente, por não ter o vasto conhecimento sobre a área, com efeito, o aluno com Necessidades Educacionais Específicas (NEE) não compreende o conteúdo. Visto que, historicamente o processo de inclusão na educação regular é tema de várias discussões advindas de uma trajetória de exclusão longa, de tal forma que, nesse processo de inclusão, surge a tecnologia assistiva como uma grande aliada para o interesse do aluno com NEE aprender o conteúdo proposto. Os resultados de utilizar diversas tecnologias assistivas proporciona, concomitantemente, essa formação inicial aos alunos de licenciatura em física, no qual durante todo o período da graduação não são capacitados a receber um aluno com tais características, e possibilitar tanto aos discentes um atendimento mais específico que pretende minimizar as suas dificuldades, e também, por consequência auxiliar na formação dos licenciandos – ou também chamados tutores/monitores – um vasto conhecimento de como exercer a sua docência a todos que necessitam. Por fim, é necessário expor a comunidade acadêmica que a tecnologia assistiva é uma estratégia para o ensino de física e um meio de proporcionar a efetiva inclusão.

The PENGEMBANGAN BUKU AJAR BERBASIS PROBLEM SOLVING METHOD UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS III SEKOLAH DASAR

Penelitian di kelas III SDN 14 Mengkurai, SDN 08 Baras Nabun, SDN 09 Batu Ketebung, dan SDN 25 Begori bertujuan mendeskripsikan tahapan pengembangan buku ajar IPA berbasis problem solving method untuk meningkatkan hasil belajar siswa. Metode pengembangan meliputi: analisis kebutuhan, penyusunan buku ajar, standar kompetensi, kompetensi dasar, pengembangan produk, tahap uji coba produk, dan produk final. Instrumen pengumpulan data pada penelitian pengembangan menggunakan lembar angket (penilaian pakar, angket guru, angket siswa), tes hasil belajar, dan dokumentasi. Analisis data meliputi: analisis data persiapan penelitian (validasi butir soal dan reliabilitas soal), analisis data penilaian pakar, analisis data tanggapan guru, analisis data tanggapan siswa, dan analisis hasil belajar. Skor validasi media pada produk adalah 80,33 dan skor validasi materi adalah 89,25, produk dinyatakan layak diterapkan. Hasil belajar siswa meningkat, skor pada uji coba skala terbatas adalah 100, skor pada uji coba skala luas masing-masing adalah 100. Skor tanggapan siswa pada uji coba skala terbatas adalah 97,64 dan skor tanggapan guru adalah 100. Skor tanggapan siswa pada uji coba skala luas adalah 100 dan skor tanggapan guru adalah 100. Kesimpulan penelitian ini adalah pengembangan buku ajar IPA berbasis problem solving method untuk meningkatkan hasil belajar siswa kelas III sekolah dasar dinyatakan layak, efektif meningkatkan hasil belajar, dan diminati oleh pengguna buku. Rekomendasi penelitian yaitu Buku berbasis problem solving method yang sudah selesai dirancang agar diterbitkan.
 Kata Kunci: Buku Ajar, Problem Solving, Method, Hasil Belajar, Sekolah Dasar

BALL KICKING BIOELECTRIC ACTIVITY OF MUSCLES IN STUDENTS PLAYING SNOW FOOTBALL

Aim. The article aims to explore the features of a ball kicking bioelectric activity of lower limbs muscles in students playing snow football. Materials and methods. 30 males aged 21–25 years old were examined (3–4-year students): the control group consisted of 15 people playing football; the main group included 15 people playing snow football. Athletes kick a ball on a normal and on a slippery surface, imitation of a slippery surface was carried out using a GYMSTICK Power Slider 61131-PRO slide board. To record the bioelectric activity of the muscles, the Neuro-MVP-4 multifunctional computer system was used (Neurosoft, Ivanovo, Russia). The bioelectric activity of the calf muscles (the medial lateral head of the calf muscle), the rectus femoris muscle, and the adductor longus muscle was studied. Results: It has been shown that athletes playing football and snow football have different and largely opposite motor stereotypes of intermuscular coordination when kicking the ball in usual conditions. When this action is repeated under unusual conditions, stereotype distortion is observed. Football players are characterized by a partial stereotype distortion, while people playing snow football are almost completely disorganized on a normal surface. Conclusion: Football training for students playing various types of football should be carried out in different conditions and implement various strategies. In particular, it should be aimed at various muscle groups. Ball kicking in unusual conditions should be used carefully, as this can be accompanied by a negative transfer of skills and reduce the effectiveness of athletes’ performance.

Student nurses exposed to sustainability education can challenge practice: A cohort study.

Climate change will adversely affect the health of populations and the ability of healthcare systems to deliver appropriate and timely care. Furthermore, resource scarcity requires nurses to practice in more sustainable ways. This study investigated the extent to which student nurses reported that they were able to apply their knowledge of sustainability in clinical practice following educational sessions on relevant topics. Students were exposed to scenario-based sustainability education in years 1, 2, and 3 of their 3-year program. Data were collected using a questionnaire that asked participants if they were able to implement sustainable practice. In year 2,121 students, and in year 3, 68 stated they made a change or challenged practice as a consequence of learning about sustainability. Barriers preventing them from challenging unsustainable practice were lack of confidence and resistance to change. Year-3 students were more able to influence unsustainable practice than were those in year 2. This study indicates that sustainability sessions, focused on aspects of clinical relevance, can support nurses to implement change; barriers remain that require confidence building for the students.

Team-based learning student assessment instrument (TBL-SAI) for assessing students acceptance of TBL in a Saudi medical school. Psychometric analysis and differences by academic year.

Objectives:To assess psychometric properties of team-based learning student assessment instrument (TBL-SAI) and TBL acceptance by student academic year.Methods:A cross-sectional study was conducted at College of Medicine, University of Bisha, Bisha, Saudi Arabia, between February and May 2018. Students (n=109) from second- to fourth-year were scored on TBL-SAI scale (33-items). Principal axis factoring with varimax rotation was conducted on the scale to identify the emerged factors. Cronbach’s alpha, item-total correlation were used to check the reliability and validity of the instrument.Results:Cronbach’s alpha for the total scale was 0.798. The means scores of TBL-SAI scale and each subscale was favorable. On factoring analysis, 27-items of revised TBL-SAI scale were retained and 7 factors emerged. Factor 1 stands for TBL satisfaction; factors 2, 4, 5, 6 stand for TBL versus lecture preference, factors 3 and 7 stand for TBL accountability. The scale was positively correlated with each TBL favor subscale, ranged between 0.328 and 0.756. Year-4 students scored higher (p<0.001) on TBL-SAI compared to year-2 or year-3 students.Conclusions:The revised TBL-SAI is valid and reliable tool to measure the favor of TBL. Longitudinal studies across all academic levels are recommended to provide a clearer picture of the students’ acceptance rate of TBL.

Use of smartphones to aid the teaching of equine ocular fundus examination.

Teaching and learning how to perform examination of the ocular fundus is challenging. Smartphones can support to enhance students' confidence and experience. Following an optional year-4 ophthalmoscopy practical using hand-held ophthalmoscopes, students completed a questionnaire using a visual analogue scale (VAS) investigating if students felt smartphone use aided learning and if student's self-assessed confidence in visualising the ocular fundus had improved. VAS scores were compared using the Wilcoxon signed rank test (significance: P<0.05). All 30 year-4 students attending the practical participated to the study. Confidence in performing direct ophthalmoscopy significantly increased after the practical. Confidence after the practical was 65.3 (±19.8) per cent compared with before the practical when confidence was 20.1 (±15.6) per cent (P<0.001). The perceived usefulness of traditional teaching was 62.3 (±23.8) per cent. The perceived usefulness of the teaching with the smartphone was 91.1 (±8.6) per cent. While students found both methods useful, they perceived the use of the smartphone to be significantly more useful (P<0.001). Free-text comments on the use of the smartphone were all positive and included 'useful', 'fun' and 'good teaching tool'. This study shows that students positively received the use of the smartphone, which can be a useful tool to teach the equine ocular examination to undergraduate veterinary students.

Educational motivation of the senior students of Dental faculty

Introduction. The question of learning motivation turns out to be the leading one in psychology of study. The content and structure of motivation form a certain motivational level of a student as well as the degree of his educational activity. During the years of study at the university, the correlation of motives changes, influencing the academic progress of the students.The objective of our study was to investigate the motivation peculiarities of educational activity in 4th year-students of the Faculty of Dentistry.Methods and materials. Forty-eight 4th year – students of the Faculty of Dentistry were analyzed for the structure of their motivation to study. The techniques and methods used in the study were «Studying the motives of students` learning activities» by A. A. Rean and V. A. Yakunin, «Motivation for university education» by T. I. Ilyina, «Motivation for success» and «Motivation to avoid failures» by T. Ehlers.Results. The learning activity of dental students is supported by many motives. The strongest leading motives are professional, educational, and cognitive motives as well as motivation for obtaining a diploma. The motivational sphere of students embraces both external and internal motives that do not depend on external stimuli. The students are equally aimed at gaining knowledge and mastering the profession. In the sphere of motivation, the students have both motivations for achieving success, and the motives for avoiding failures. The methods of forming positive learning motivation in the classes of 4-year dentistry students are given.Conclusion. The educational activity of dental students is supported by professional, educational, cognitive, and pragmatic motives. The structure of motivation includes both external and internal motives that give it stability. Students are satisfied with their chosen profession, and their educational activities are not compelled. The dental students have motivations for archiving success and the motives for avoiding failures, expressed to a greater extend. It must be taken into account in motivational support.Authors declare no conflict of interest.The authors confirm that they respect the rights of the people participated in the study, including obtaining informed consent when it is necessary, and the rules of treatment of animals when they are used in the study. Author Guidelines contains the detailed information.