Table 3.
Mean and SD of each item of Dental College Learning Environment Survey used for assessment of the learning environment in prosthodontic by the graduates of a dental institute in 2009, India
| No. | Items | Meana)±SD |
|---|---|---|
| 1 | Faculty tries out new teaching methods and materials. | 2.36 ± 0.86 |
| 2 | Students are able to shape their academic program to fit their individual needs and preferences. | 2.34 ± 0.99 |
| 3 | A background in the behavioral sciences is seen as important in the development of a dentist. | 2.67 ± 1.19 |
| 4 | Instructors outline course objectives at the beginning of their courses. | 2.62 ± 1.15 |
| 5 | The educational experience makes students feel depressed. | 2.87 ± 1.08 |
| 6 | The emphasis given to a particular content area on an exam is in proportion to the emphasis given to that content in the course. | 2.66 ± 1.13 |
| 7 | Students in the college are distant with each other. | 2.83 ± 1.05 |
| 8 | Faculty emphasizes the personal as well as the technical aspects of health care. | 2.63 ± 1.01 |
| 9 | Students feel that they are learning what they need to learn in order to become competent dentists. | 2.74 ± 0.95 |
| 10 | Classes progress systematically from week to week. | 2.88 ± 0.96 |
| 11 | Faculties are reserved and distant with students. | 2.77 ± 1.06 |
| 12 | Exams emphasize understanding of concepts rather than memorization of facts. | 2.51 ± 1.07 |
| 13 | Students hesitate to express their opinions and ideas to the faculty. | 2.19 ± 1.05 |
| 14 | Syllabus is vague and unclear. | 3.02 ± 1.08 |
| 15 | Students in the college get to know each other well. | 3.06 ± 1.06 |
| 16 | The environment of the college allows for interests outside of dentistry. | 2.10 ± 1.03 |
| 17 | The educational experience tends to make students feel a sense of achievement. | 2.81 ± 0.94 |
| 18 | Curricular and administrative policies are inflexible. | 2.29 ± 1.14 |
| 19 | Students are called upon to actively put methods and ideas to use in new situations. | 1.86 ± 0.91 |
| 20 | Faculty and administrators give personal help to students having academic difficulty. | 2.34 ± 0.99 |
| 21 | Instructors explain what students should get out of their courses, and why the material is important. | 2.67 ± 1.01 |
| 22 | Students gather together in informal activities. | 2.64 ± 1.09 |
| 23 | The educational experience makes students feel frustrated. | 2.77 ± 1.05 |
| 24 | The relationship between basic science and clinical material is not clear. | 2.81 ± 1.12 |
| 25 | Students have difficulty integrating course material into a cohesive whole. | 2.31 ± 1.25 |
| 26 | Student complaints are responded to with meaningful action. | 2.24 ± 0.99 |
| 27 | Students’anxiety hinders them from achieving up to their full potential. | 2.09 ± 0.95 |
| 28 | Faculty exhibit enthusiasm for the subject matter of their special field. | 2.61 ± 0.98 |
| 29 | The college takes an interest in the personal welfare of the students. | 1.87 ± 0.96 |
| 30 | Assignments (work allotment) are given out well in advance so students can plan their time accordingly. | 2.64 ± 0.98 |
| 31 | Students spend time assisting each other. | 2.81 ± 0.93 |
| 32 | Faculty tries to get students interested in the broad social context of oral health care. | 2.17 ± 1.03 |
| 33 | Students talk about leaving college. | 2.83 ± 1.21 |
| 34 | Students have difficulty finding time for family and friends. | 2.80 ± 0.99 |
| 35 | Courses emphasize memorization of minute details. | 2.17 ± 0.96 |
| 36 | When giving criticism or answering a question, faculty are genuinely interested in helping the student. | 2.68 ± 0.91 |
| 37 | Students can see the relationship between what they are studying and the kinds of patient care situations they will meet when they graduate. | 2.85 ± 0.95 |
| 38 | Students are so preoccupied with their studies that they lack time for recreation. | 2.54 ± 0.99 |
| 39 | Students participate in decisions that affect their academic life at the college. | 1.86 ± 1.11 |
| 40 | Courses emphasize the interdependence of facts, concepts, and principles. | 2.59 ± 1.09 |
| 41 | Students are uncomfortable around the faculty. | 2.55 ± 1.04 |
| 42 | Students are uncertain as to what will be expected of them on examinations. | 2.32 ± 1.05 |
| 43 | Competition for marks is intense. | 1.87 ± 0.94 |
| 44 | Courses develop skills in formulating and testing hypotheses, and drawing conclusions. | 2.31 ± 1.08 |
| 45 | Courses are dull and tedious. | 2.81 ± 1.06 |
| 46 | The educational experience makes students feel anxious. | 2.63 ± 0.96 |
| 47 | Faculty is helpful to students seeking advice not directly related to academic matters. | 1.94 ± 1.02 |
| 48 | There are tensions among students that interfere with learning. | 2.54 ± 1.16 |
| 49 | Faculty regards their teaching responsibilities as a burden. | 2.97 ± 1.27 |
| 50 | The educational experience makes students value themselves. | 2.98 ± 0.93 |
| 51 | Examinations provide a fair measure of student achievement. | 2.41 ± 1.06 |
| 52 | Students are reluctant to share with each other problems they are having. | 2.67 ± 1.11 |
| 53 | Faculty encourages an understanding of the psychological aspects of patients when they visit the dentist due to oral disease. | 2.81 ± 0.99 |
| 54 | There is lack of consistency between stated course objectives and what is actually taught. | 2.80 ± 1.07 |
| 55 | The educational experience tends to make students feel confident of their academic abilities. | 2.82 ± 0.93 |
| 56 | Students are able to correlate the work done between preclinical to clinical scenarios. | 3.05 ± 0.82 |
| 57 | Students find understanding the actual patient situation in the preclinical laboratory before entering the clinics difficult. | 2.40 ± 0.99 |
| 58 | Laboratory work is cumbersome and time consuming. | 2.07 ± 1.02 |
| 59 | Multiple appointments with the patient helps to understand the psychology of the patient in a better way in prosthodontics compared to other departments. | 3.23 ± 0.92 |
| 60 | Prosthetic work helps to develop artistic skills. | 3.29±0.88 |
a)
Maximum 4, minimum 0.