The relationship of educational environment and preparedness to practice - perceptions of Malaysian dental graduates

• Published in: European Journal of Dental Education
• Main Author: Mohd Yani A.A.; Ahmad M.S.; Ngah N.A.; Md Sabri B.A.
• Format: Article
• Language: English
• Published: John Wiley and Sons Inc 2023
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131536356&doi=10.1111%2feje.12826&partnerID=40&md5=3c6018f0c21f7d626da6d355b861d95c

Gauging dental graduates' perceptions of their university training and of how it prepares them for professional practice is useful in measuring the quality and adequacy of the curriculum to which they were exposed. Objectives: This study aimed to evaluate the perceptions of dental graduates' educational environment as well as preparedness to practice, and how these two components are correlated. Methods: A self-administered, validated questionnaire, developed from previous studies, was distributed to dental graduates of a public Malaysian university (n = 178, response rate = 60%) via online and postal surveys. Bivariate analyses were carried out using Spearman's rank-order correlation (Spearman's Rho, significance level p <.01) to determine the correlation between (1) Global Preparedness Score and Global DREEM Score, (2) domains of DREEM Inventory and perceived preparedness, and (3) domains of perceived preparedness and DREEM Score. Results: The Global Preparedness Score was 191.52, with more than 90% of respondents feeling well prepared in the “General Patient Management,” “Drug and Emergency Management” and “Practice Management” domains. The Global DREEM Score was 148.99/200, interpreted as “more positive than negative.” The DREEM Inventory domains with the highest and lowest scores were “Students’ Academic Self-Perception” (78.03%) and “Students' Social Self-Perception” (71.86%), respectively. A moderate positive correlation was found between Global Preparedness Score and Global DREEM Score (p <.01). In addition, moderate to large positive correlations were noted between perceived preparedness and “Student Perception of Learning,” “Student Perception of Atmosphere” and “Student Academic Self-Perception” (p <.01). Moderate positive correlations were also found between the DREEM Score and most domains of perceived preparedness (p <.01). Conclusions: The majority of graduates were well prepared to perform in most areas of clinical practice and perceived their overall educational environment as positive. In particular, those who viewed the educational environment in a positive light were also found to possess a good level of preparedness. © 2022 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.