Journal of Education and Health Promotion

Abstract BACKGROUND: Dental education is considered a challenging and taxing program as on successful
completion one is required to attain unique and diverse competencies. There is an established
perception that students do not enjoy their experiences in the dental institution and they always
demand for certain amendments. Therefore, a dental education perceptions and metacognition
assessment tool (DEPMAT) was developed for Indian undergraduate and postgraduate dental
students for assessing their learning in Deemed University versus Maharashtra University of Health
Sciences in Pune, Maharashtra.
MATERIALS AND METHODS: This cross‑sectional study was conducted among students of four
dental colleges of two types of universities in Pune, India, using a 31‑item DEPMAT based on
Dundee Ready Education Environment Measure and metacognition awareness inventory using five
subscales. Psychometric properties were also tested for this new tool. Data were analyzed using
the SPSS software.
RESULTS: Of 512 participants, 498 (96.88%) students had duly returned the questionnaire.
Cronbach’s alpha coefficient value for reliability was found to be 0.87 which indicated good internal
consistency and test‑retest reliability was found to be kw = 0.76, which indicated substantial agreement.
Significant difference was found among undergraduates in domains regarding their perception toward
academics, infrastructure and learning environment, and health and stress.
CONCLUSION: This study suggested that the general perception toward learning among final year
postgraduate students was positive in both the universities. However, the perception of final year
undergraduates toward learning was negative and students have suggested certain amendments in
both the universities. This study also suggested the new tool was effective in assessing the attitude
of practice of both undergraduate and postgraduate students.

Abstract BACKGROUND: This study investigated the reasons for the students’ attendance in and absenteeism
from lecture classes from the perspective of professors, students, and educational planning to change
the unsatisfactory status quo.
MATERIALS AND METHODS: The present study was a narrow needs assessment survey which was
performed on students (n = 70) of the Faculty of Dentistry, Tehran University of Medical Sciences,
in four stages. In the first stage, the opinions of professors and students about the reasons for
absenteeism from the lecture classes were collected. In the second stage, the results of the first
stage were discussed by an expert panel to find solutions for the problem. The results of the survey
were tabulated, summarized, and discussed. In the third stage, online classes were held as one of
the solutions and evaluated in the fourth stage.
RESULTS: The results showed that various factors, such as professor empowerment, evaluation
system, audiovisual equipment of the classes, educational curriculum, and class schedules, are
associated with the students’ attendance in the classes. Along with these factors, one of the most
important reasons for students’ absenteeism from classes in recent years might be the generational
differences of students. The evaluation of online classes showed that the ratio of the number of
students who actively participated in the online classes to the number of students participating in
the online classes varied from 30% to 64% (P < 0.05).
CONCLUSION: In addition to improving the factors associating students’ attendance in classes,
online education is a proper solution for reducing absenteeism in lecture classes and increasing
students’ active participation from the perspective of professors and students.

Abstract BACKGROUND: Dental education can be a critical wellspring of stress among dental students,
and studies have observed higher levels of stress among dental students than in the all‑inclusive
community. The present study aims to evaluate the perceived stress among dental undergraduate
students, the sources of stress, and an association of perceived stress with sociodemographic
characteristics and various stressors.
MATERIALS AND METHODS: A cross‑sectional study was conducted among 380 undergraduate
dental students (from 1st year to final year) in a private dental college, Kanpur. A self‑administered
questionnaire was used to collect data regarding sociodemographic profile, perceived stress using
Perceived Stress Scale‑14, and academic, psychosocial, and environmental stressors. Data were
analyzed using IBM SPSS Statistics‑Version 21 (IBM Corp. Released 2012. IBM SPSS Statistics
for Windows, Version 21.0, Armonk, NY, USA: IBM Corp.).
RESULTS: The mean perceived stress score was 30.25 ± 1.914. The median perceived stress score
was 30. Statistically significant (P < 0.001) values were found for higher age group and year of studying
Bachelor of Dental Surgery (BDS) were important sociodemographic determinant of stress. Vastness
of academic curricula, frequency of examination (P < 0.05), and fear of failure/poor performance
in examinations were important academic determinants of stress. High parental expectations and
family problems were important psychosocial stressors. Accommodation away from home was an
important predictor of stress (P < 0.001).
CONCLUSION: This study revealed that there are various sociodemographic (age and year of study
in BDS), academic (curricula, frequency of examination, and performance level) determinants and
predictors of stress (type of accommodation), along with psychosocial stressors (parental expectation
and family problems). Dental colleges should develop stress management programs to promote
gender and social equity and strategies to improve psychological support services. The stress
management programs reported either helped to reduce the number of stressors or enhance stress
coping skills, using relaxation techniques such as deep breathing, yoga, and stress management
programs.

Abstract CONTEXT: The ergonomic posture protocol is extremely important for the maintenance of
occupational health in dentistry. The lack of compliance with this protocol results in a high risk of
developing musculoskeletal disorders.
AIMS: This study developed a direct observation method for the evaluation of dental student
compliance with ergonomic posture protocol.
SUBJECTS AND METHODS: The method is named compliance assessment of dental ergonomic
posture requirements (CADEP). During the development of the method, 14 items were elaborated
considering the theory of dental ergonomics. Each item should be classified as appropriate, partially
appropriate, or inappropriate. After evaluation, all item values should be added, and the final score
expressed as the percent of compliance with correct postures, with a score range of 0%–100%.
STATISTICAL ANALYSIS USED: The reliability of CADEP was assessed through intra‑ and
interobserver reproducibility. For the CADEP application, 73 senior year students from the
undergraduate course in dentistry were evaluated. The intra‑ and interexaminer concordance
was estimated using the intraclass correlation coefficient (ρ). A descriptive statistical analysis was
performed.
RESULTS: The reproducibility of evaluator 1 (ρ =0.90; confidence interval [CI] 95%: 0.83–0.94),
evaluator 2 (ρ = 0.83; CI 95%: 0.70–0.90), the interexaminer in the first evaluation (ρ = 0.81; CI
95%:0.67–0.89), and in the second one (ρ = 0.76; CI 95%: 0.59–0.87) was classified as good. In the
analysis of the compliance, it was verified that moderate compliance was the most prevalent among
the evaluated students (65.6%, CI 95%: 60.3%–70.7%).
CONCLUSIONS: CADEP was valid and reliable for the assessment of dentistry students’ compliance
regarding ergonomic posture requirements.

Abstract BACKGROUND: Dynamic and static activities in dentistry cause musculoskeletal disorders, but
dental students do not have sufficient awareness about the effects of ergonomic factors on their
health. The aim of this study was to investigate ergonomic factors that cause pain muscle in dental
students in Kerman Medical University, Iran.
METHODS: This cross‑sectional analysis study was carried out on dental students of the 3rd, 4th, 5th,
and 6th year, in clinical practice in the School of Dentistry, Kerman University of Medical Sciences.
A convenient sample of 199 students who met the inclusion criteria was selected and those willing
to participate signed an informed consent form. Data were collected by means of a structured
questionnaire for ergonomic factors and the presence of pain. The variables evaluated were pain,
affected zones, gender, postures, and work environment.
RESULTS: The present research work reveals that over 69% of the dental students complained
of pain in at least one part of their body. Most individuals suffered from hand and elbow (23%) and
head (19%) pain. The clinical areas where more pain was found were endodontics and pedodontics.
Furthermore, it was found that a high percentage of students usually worked with their legs slightly
separated, with the sole of the feet resting on the stool when working. The presence of muscular
pain was higher in males in this study. Furthermore, there was a statistically significant relationship
with the final Rapid Entire Body Assessment score in different body parts and the participants’
demographic data (sex, age, weight, height, sports, and smoking).
CONCLUSIONS: The results of this study showed that the students’ sitting positions and working
environments need to be improved and it seems more training is necessary in this field.

Abstract INTRODUCTION: Evidence‑based dentistry (EBD) is an approach to oral healthcare by combining
the best scientific evidence and clinical diagnostics, clinical expertise of the dentist, and the patient’s
treatment needs and preferences. The aim of the present study is to evaluate the effectiveness of
an education program on EBD offered in a community‑dentistry course in improving knowledge and
attitudes of students in this regard.
STUDY METHODS: By a quasi‑experimental study design, 64 senior dental students of Islamic
Azad University of Khorasgan recruited in a controlled trial. All of the students were randomized as
intervention (32) and control (32) groups. A course‑based educational program on EBD was randomly
assigned to one group. Actual knowledge, self‑assessed knowledge, and attitudes, before and after
education, were measured in both groups. A questionnaire consisted of 40 items developed by the
researcher was used after confirming its validity and reliability. The difference between mean scores
at two timelines were measured and compared in three fields by paired t‑test and independent t‑test
analysis via SPSS version 20 software.
RESULTS: While the mean scores of actual and self‑assessed knowledge and attitude were not
significantly different between two groups at the beginning of the program (P > 0.05), the mean
scores of all fields in the intervention group were significantly more than those of the control group
after education (P < 0.001). The effect size of intervention was 86%, 62%, and 57% in three fields,
respectively. There was not a significant difference between mean scores of three fields in the control
group, after the intervention.
CONCLUSION: Due to the poor knowledge and attitudes of students and improved knowledge and
attitudes of the intervention group after education, the education program seems to be effective.
Durability of educational impact and evaluating evidence‑based performance can be studied in the
future.

Abstract Aim: Evidence‑based dentistry (EBD) is an approach to oral health that requires the
application and examination of relevant scientific data related to the patient’s oral health
and his priorities. The aim of this study was to assess knowledge, attitude, and practice of
dental students of Isfahan about EBD. Materials and Methods: In this descriptive study,
168 dental students in 3 final years of their education who engaged in clinical practice by
consensus sampling were recruited. For data collection, a validated questionnaire was used.
The questionnaire was consisted of demographic questions and some questions about
four issues: Knowledge of self‑assess (KSA), evidence‑based practice, actual knowledge
and attitude about EBD. Data were analyzed with t‑test, one‑way ANOVA, Chi‑square, and
linear regression with SPSS 16. Results: One hundred and thirty‑six students from 168
students were filled the questionnaire. The mean of KSA was 13 ± 4.3, mean of usage
of useful references in EBD was 16.9 ± 7.6. One‑third of students were studied their last
article in last 6 months before. The mean of actual knowledge and attitude was 7.4 ± 2.3
and 24 ± 3.8, respectively. The relation between 4 main issues was significant (P < 0.05).
Conclusion: By considering overall interest and positive attitude toward learning EBD in
dental students, it is highly recommended that practical educational courses about EBD
be planned by dental faculties.

Abstract Introduction: Ensuring achievement of research experience by students is one of the most
important goals of the thesis‑conduction process and evaluation of student satisfaction with
this process is one of the most imperative challenges herein. Aims: The aim of this study is to
investigate the satisfaction of dental students passing the thesis educational course from the
Isfahan Dental School. Settings and Design: Sixty‑two dental students who had graduated
in2011, from the Isfahan Dental School, participated in this descriptive cross‑sectional study
Materials and Methods: The postgraduate Research Experience Questionnaire (PREQ) was
used for data collection. The questionnaire evaluated student satisfaction in seven domains:
Thesis supervision, skill development, intellectual climate, infrastructure, thesis examination,
goals and expectations, and overall satisfaction. Statistical Analysis Used: The data were
analyzed on an SPSS software using descriptive and inferential statistics. Results: The mean
score of satisfaction of the participants was 75 ± 12. On the basis of their scores, satisfaction
in 3.2% of them was slow, in 33.9%was medium, in 61.3% was good and in 1.6% was high. The
highest satisfaction was found to be in thesis supervision and the least was in the intellectual
climate domain.There was no significant statistical difference between satisfaction and
gender (P = 0.46). Conclusions: Considering the results, to increase student satisfaction for
passing the thesis courses, it is necessary to improve the intellectual climate in dental schools
and also increase the research budget for more financial support of students to carry out their
projects.