Students’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique

Background: Dental students need to learn effectively to promote their professional services as a part of their daily activities. This study is conducted to determine dentistry students’ experiences of factors that influence their learning. Methods: This qualitative study was conducted using the cri...

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Autores principales:	Rojin Soleimanzadeh, Kousha Sarpari, Nasrin Abdi, Parisa Heydari, Yadolah Zarezadeh
Formato:	article
Lenguaje:	EN
Publicado:	Tabriz University of Medical Sciences 2021
Materias:	effective learning dentistry education critical incident Education L Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/aea8966b5f654d129416107223893118
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spelling	oai:doaj.org-article:aea8966b5f654d1294161072238931182021-11-09T10:23:24ZStudents’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique2322-271910.34172/rdme.2021.024https://doaj.org/article/aea8966b5f654d1294161072238931182021-11-01T00:00:00Zhttps://rdme.tbzmed.ac.ir/PDF/rdme-10-24.pdfhttps://doaj.org/toc/2322-2719Background: Dental students need to learn effectively to promote their professional services as a part of their daily activities. This study is conducted to determine dentistry students’ experiences of factors that influence their learning. Methods: This qualitative study was conducted using the critical incident technique and content analysis approach to examine dental students’ experiences with factors that influence an effective learning process. Data were collected by individual in-depth semi-structured interviews with dental students at the Kurdistan University of Medical Sciences. Results: In all, 104 primary codes were obtained from the interviews and group discussions, classified into two major themes. The factors facilitating effective learning encompassed three categories: teacher-related perceived experiences (8 subcategories), learning-related perceived experiences (5 subcategories), and compelling student-related perceived experiences (3 subcategories). Two factors inhibited learning: practical teacher-related perceived experiences (3 subcategories) and learning-related perceived experiences (3 subcategories). Conclusion: The results showed that several instructor characteristics, such as being experienced in teaching methods, having the required clinical skills, and "interacting with students and patients" lead to effective learning. Several other factors involved in the learning process, such as student characteristics, a comprehensive curriculum fitting the theoretical and clinical needs of this field, interacting with peers, and keeping calm and being focused are the some of the most critical factors involved in effective learning.Rojin SoleimanzadehKousha SarpariNasrin AbdiParisa HeydariYadolah ZarezadehTabriz University of Medical Sciencesarticleeffective learningdentistryeducationcritical incidentEducationLSpecial aspects of educationLC8-6691ENResearch and Development in Medical Education, Vol 10, Iss 1, Pp 24-24 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	effective learning dentistry education critical incident Education L Special aspects of education LC8-6691
spellingShingle	effective learning dentistry education critical incident Education L Special aspects of education LC8-6691 Rojin Soleimanzadeh Kousha Sarpari Nasrin Abdi Parisa Heydari Yadolah Zarezadeh Students’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique
description	Background: Dental students need to learn effectively to promote their professional services as a part of their daily activities. This study is conducted to determine dentistry students’ experiences of factors that influence their learning. Methods: This qualitative study was conducted using the critical incident technique and content analysis approach to examine dental students’ experiences with factors that influence an effective learning process. Data were collected by individual in-depth semi-structured interviews with dental students at the Kurdistan University of Medical Sciences. Results: In all, 104 primary codes were obtained from the interviews and group discussions, classified into two major themes. The factors facilitating effective learning encompassed three categories: teacher-related perceived experiences (8 subcategories), learning-related perceived experiences (5 subcategories), and compelling student-related perceived experiences (3 subcategories). Two factors inhibited learning: practical teacher-related perceived experiences (3 subcategories) and learning-related perceived experiences (3 subcategories). Conclusion: The results showed that several instructor characteristics, such as being experienced in teaching methods, having the required clinical skills, and "interacting with students and patients" lead to effective learning. Several other factors involved in the learning process, such as student characteristics, a comprehensive curriculum fitting the theoretical and clinical needs of this field, interacting with peers, and keeping calm and being focused are the some of the most critical factors involved in effective learning.
format	article
author	Rojin Soleimanzadeh Kousha Sarpari Nasrin Abdi Parisa Heydari Yadolah Zarezadeh
author_facet	Rojin Soleimanzadeh Kousha Sarpari Nasrin Abdi Parisa Heydari Yadolah Zarezadeh
author_sort	Rojin Soleimanzadeh
title	Students’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique
title_short	Students’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique
title_full	Students’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique
title_fullStr	Students’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique
title_full_unstemmed	Students’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique
title_sort	students’ perception of effective learning experiences at an iranian dental school: a qualitative study using the critical incident technique
publisher	Tabriz University of Medical Sciences
publishDate	2021
url	https://doaj.org/article/aea8966b5f654d129416107223893118
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Students’ perception of effective learning experiences at an Iranian dental school: A qualitative study using the critical incident technique

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