Premium
Characteristics of Effective Simulation (Preclinical) Teachers as Identified by Dental Students: A Qualitative Study
Author(s) -
McAndrew Maureen,
Mucciolo Thomas W.,
Jahangiri Leila
Publication year - 2016
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.2016.80.11.tb06213.x
Subject(s) - psychology , happiness , empathy , interpersonal communication , categorization , qualitative research , competence (human resources) , medical education , theme (computing) , mathematics education , social psychology , pedagogy , medicine , computer science , social science , artificial intelligence , sociology , operating system
The aim of this qualitative research study was to identify and categorize criteria for simulation teacher quality preferences as reported by dental students. Second‐year dental students at New York University College of Dentistry in 2015 were given a two‐question, open‐ended survey asking what qualities they liked most and least in a simulation or preclinical teacher. Responses were collected until data saturation was reached. Key words in the responses were identified and coded based on similar relationships and then were grouped into defined categories. A total of 168 respondents out of the target group of 363 students (46.3%) provided 1,062 written comments. Three core themes—character, competence, and communication—emerged from 16 defined categories, which were validated using references from the educational literature. The theme of character encompassed eight of the defined categories (motivation, available, caring, patience, professionalism, empathy, fairness, and happiness) and accounted for 50% of the total student responses. The theme of competence comprised five categories (expertise, knowledgeable, efficient, skillful, and effective) and represented 34% of all responses. The communication theme covered the remaining three categories (feedback, approachable, and interpersonal communication) and contained 17% of the responses. Positive and negative comments in the category of motivation accounted for 11.2% of all student responses. Expertise was the next highest category with 9.3% of the responses, followed closely by 9.1% in the category of available. Among these students, the top five attributes of simulation teachers were motivation, expertise, available, caring, and feedback. While the study did not attempt to correlate these findings with improved student performance, the results can be used in the development of assessment tools for faculty and targeted faculty development programs.