Significance of primary factors influencing students’ performance at the College of Dentistry, King Saud University, Saudi Arabia
ABSTRACT Objective: To determine the effect of different enabling factors such as curriculum, role of faculty, academic advising and availability of learning resources and supportive services on the performance of students pursuing their Bachelor\'s degree in dentistry.
Methods: Data was collected from the male and female students of the College of Dentistry, King Saud University, during the academic year 2008-2009. All undergraduate students (576) constituted the total sample size of the study. The respondents were requested to fill a questionnaire form, which was specially designed in accordance with requirements of the Association for Dental Education in Europe (ADEE). The questionnaire comprised 45 questions addressing all aspects of the relevant factors. The five-point Likert scale was used to evaluate the feedback. All the responses (239) were thoroughly examined and only the completely filled forms (169) were subjected to regression analyses, taking student`s CGPA as a dependent factor and a depiction of their performance. The t-tests were also worked out to evaluate variations in the responses of male and female students to each sub-factor.
Results: The study showed a significant impact of faculty and learning resources and support services on a student\'s achievement (a= 0.05). Surprisingly, academic advising and the dental curriculum had non-significant effect at 95 % level of confidence. However, the critical analyses acknowledged that the non-significant impact was due to poor performance of the two factors.
Conclusion: The role of faculty and learning resources as well as of support services had significant effect on students\' performance. However, there is an immense need to improve the level of academic advising and revise the curriculum to have a significant impact of these factors on the student\'s achievements.
SourceAvailable from: Marc Tennant[Show abstract] [Hide abstract]
ABSTRACT: Among the many challenges that face modern dental schools is the development of appropriate assessment systems. The more litigious nature of modern education makes it important that the systems developed are transparent and can withstand the processes of legal challenge. Coupled with this demand for robust assessment is a growing demand from universities and health providers for dental schools to keep rigorous records of student clinical productivity. This brief review outlines a system developed at the School of Oral Health Sciences at the University of Western Australia. The system integrates both qualitative and quantitative assessment and uses criterion-based assessment as its foundation. Detailed analysis and real-time reporting mechanisms using a suite of personally written software tools is now possible. The system provides both students and staff with effective data to enhance the learning process.Australian Dental Journal 07/2000; 45(2):125-30. DOI:10.1111/j.1834-7819.2000.tb00252.x · 1.48 Impact Factor
[Show abstract] [Hide abstract]
ABSTRACT: Comprehensive assessment of students' academic performance plays an important role in educational planning. The aim of this study was to investigate variables that influence student's performance in a retrospective sample including all undergraduate students who entered in a Brazilian dental school, in a 20-year period between 1984 and 2003 (n=1182). Demographic and educational variables were used to predict performance in the overall curriculum and course groups. Cluster analysis (K-means algorithm) categorized students into groups of higher, moderate or lower performance. Clusters of overall performance showed external validity, demonstrated by Chi-square test and ANOVA. Lower performance groups had the smallest number of students in overall performance and course groups clusters, ranging from 11.8% (clinical courses) to 19.2% (basic courses). Students' performance was more satisfactory in dental and clinical courses, rather than basic and non-clinical courses (p<0.001). Better student's performance was predicted by lower time elapsed between completion of high school and dental school admission, female gender, better rank in admission test, class attendance rate and student workload hours in teaching, research and extension (R(2)=0.491). Findings give evidence about predictors of undergraduate students' performance and reinforce the need for curricular reformulation focused on with improvement of integration among courses.Brazilian dental journal 01/2010; 21(1):80-6. DOI:10.1590/S0103-64402010000100013
[Show abstract] [Hide abstract]
ABSTRACT: Students in higher education are being encouraged to become active, independent and life-long learners. The use of progress files has been endorsed to encourage this approach. A portfolio intended to fulfil the role of a progress file and to promote student-centred learning and reflection was introduced as a central component of the revised undergraduate degree at the Glasgow Dental School in 2004. This article evaluates its role in promoting reflection. Students following the Bachelor of Dental Surgery (BDS) programme completed three written reflections per year using structured proformas, and discussed them with their mentor and mentoring group. Their views of the portfolio and of reflection were gathered using a five-point Likert scale. In BDS1 2004-5, 84% completed a questionnaire, as did 89% in BDS1 2005-6 and 99% in BDS2 2005-6. Most students did not enjoy reflecting (a finding commonly reported elsewhere) or feel that reflection identified their learning needs. It appears that students disliked writing reflections, rather than reflecting per se. In contrast, they took a positive view of mentor group discussions and of having a mentor, both essential components of the portfolio model described. Comparisons of BDS1 2004-5 and BDS2 2005-6 data suggest that students are becoming more comfortable with reflection. The data provide some limited encouragement that students are beginning to acquire the skills which will enable them to reflect purposefully in their professional lives, although it will be some years before this assertion can be substantiated.European Journal Of Dental Education 06/2008; 12(2):103-10. DOI:10.1111/j.1600-0579.2008.00508.x · 1.45 Impact Factor