RESUMO
Background: Dental clinical educational environment plays a critical part in the inculcation of skills and enhancement of knowledge for the dental students. The objective was to assess undergraduate dental students' and interns' perceptions towards the clinical learning environment. Methods: Current cross-sectional study was conducted from December 2020 to February 2021, using the 24-item dental clinical learning environment inventory (DECLEI) on a six point Likert scale. The possible range of cumulative score for DECLEI was from 0 to 100 (interpretation poor to excellent). The inventory was emailed to 111 students and interns at College of Dentistry, Qassim University. The relationship between the independent variables and DECLEI scores was determined by using Pearson correlation test. SPSS version-23 was used for statistical analysis. Results: Overall response rate was 78.37%. The mean DECLEI score was noted as 67.5 ± 17.98. Among the factors, the highest mean score was documented for the systematic self-evaluation and the lowest mean score was observed for the item related to patients' punctuality for appointments. A factor-wise analysis of three subscales of DECLEI demonstrated the respondents had good perception towards all subscales with the highest mean score (72.3 ± 18.06) for Factor III and lowest mean score (61.3 ± 19.81) for Factor II. Overall, the DECELI was found to be reliable with the Cronbach's Alpha value of 0.94. The Pearson's correlation test showed the weak positive insignificant correlation of mean DECLEI score with gender and categories. Conclusions: Present study indicated more positive than negative perceptions of the dental students related to their clinical learning environment. The DECLEI helped in recognizing both strengths and shortcomings of the dental clinical learning environment.
RESUMO
BACKGROUND: Addictive behavior toward the use of smartphones has turned out to be a commonly present phenomenon in this digital era. An individual's overindulgence in smartphone devices has turned into an obsessive and compulsive disorder. This addiction has been found to influence the physical, social, and psychological wellbeing of the studied population. This observational study aimed to assess smartphone addiction and its impact on knowledge, cognitive, and psychomotor skills in students pursuing dentistry in India. MATERIALS AND METHODS: This prospective and cross-sectional survey-based study comprised 100 dental undergraduate students who were selected by a random sampling technique. The age range of subjects ranged between 18 and 22 years with equal gender distribution (50 each male and female). A prevalidated questionnaire containing 30 items encompassing five variables, that is, applications related to healthcare, entertainment, shopping, communication, and education were used to assess the response. Based on scores, patients were categorized as addicted or with no addiction. For evaluating the knowledge, cognitive, and psychomotor skills of students, theory-based examinations were held in different subjects as per the semester year of selected students while psychomotor skills were assessed by conducting clinical or preclinical examinations conducted by two separate examiners who following mutual agreement were assigned appropriate scores. All scores were categorized into four grades, that is, from grades I to VI. RESULTS: Students with smartphone addiction exhibited lower performance in both theory-based and clinical/preclinical assessment examinations with a majority of them scoring grade III or IV. CONCLUSION: Smartphone addiction reduces the academic knowledge, cognitive, and psychomotor skills of dental students.
RESUMO
Objective: To investigate the prevalence of impostor phenomenon (IP) among undergraduate dental students and explore its relationship with gender and academic year. Methods: This study involved observational cross-sectional research involving undergraduate dental students (first to fifth year) at Qassim University Dental School, between February and April 2021. An electronically administered, 20-item pre-validated Clance Impostor Phenomenon Scale (CIPS) was used for data collection. Data analysis was performed using SPSS version 23. Mean IP scores of both genders were compared using t-tests, one-way ANOVA and Post-Hoc tests to establish the relationship between year-wise IP scores. Results: The response rate was 80.59% (162 respondents). The results indicated that 8.8% of the participants had mild IP experiences, 84.1% had moderate to severe IP experiences, and 7.05% exhibited intense IP experiences. The mean IP score was highest and lowest in the third and fourth-year dental students, respectively. A statistically significant relationship was identified between year wise IP scores, while no significant difference was observed based on gender. Conclusions: Impostor phenomenon is prevalent in substantial frequencies amongst dental students. This may have damaging physical and mental effects with negative consequences and could subsequently affect their intellectual and professional developments. The implementation of a modified curriculum and self-development plans are some of the recommended solutions.
