IADR Abstract Archives
Survey Tools used in the Evaluation of Learning Environments in Dental Education
Objectives: To identify the survey tools which have been used to evaluate learning environments in undergraduate dental education.
Methods: This research was conducted in the context of a wider scoping review exploring the impact and evaluation of learning spaces in dental education. The methodology was aligned with the Joanna Briggs Institute guidance for the conduct of scoping reviews. An a priori protocol was developed and registered. The research questions and eligibility criteria were designed using the ‘Population Concept Context’ Framework. The population was defined as undergraduate dental professional students, the concepts were the impact and evaluation of learning spaces, and the context was clinical training in physical or virtual environments. A comprehensive database and grey literature search strategy was developed. Key journals were hand searched and important authors were contacted. Source selection was carried out independently by two reviewers screening titles and abstracts, facilitated by Rayyan, followed by full-text screening of potentially relevant articles.
Results: In total, 1855 potentially relevant records were identified. Following de-duplication, 809 records remained for screening. Within this reference set, the following survey tools were identified in the context of primary research in undergraduate dental education; Dundee Ready Education Environment Measure (DREEM; n=57), Dental Environment Stress Questionnaire (or modified version of same; n=16), Dental Clinical Learning Environment Instrument (n=8), Dental Student Learning Environment Survey (n=5), Clinical Education Instructional Quality Questionnaire (n=2), Learning Environment Survey (n=1), Dental Hygiene Student Learning Climate Survey (n=1), Ambulatory Care Learning Education Environment Measure (n=1), Distance Education Learning Environments Survey (n=1). Other methodologies, including local feedback questionnaires, mixed methods studies and qualitative approaches, were also identified within this reference set.
Conclusions: A variety of quantitative instruments have been used to evaluate learning environments in dental undergraduate education. DREEM appears to be the most commonly used survey tool used in published work to date.
Methods: This research was conducted in the context of a wider scoping review exploring the impact and evaluation of learning spaces in dental education. The methodology was aligned with the Joanna Briggs Institute guidance for the conduct of scoping reviews. An a priori protocol was developed and registered. The research questions and eligibility criteria were designed using the ‘Population Concept Context’ Framework. The population was defined as undergraduate dental professional students, the concepts were the impact and evaluation of learning spaces, and the context was clinical training in physical or virtual environments. A comprehensive database and grey literature search strategy was developed. Key journals were hand searched and important authors were contacted. Source selection was carried out independently by two reviewers screening titles and abstracts, facilitated by Rayyan, followed by full-text screening of potentially relevant articles.
Results: In total, 1855 potentially relevant records were identified. Following de-duplication, 809 records remained for screening. Within this reference set, the following survey tools were identified in the context of primary research in undergraduate dental education; Dundee Ready Education Environment Measure (DREEM; n=57), Dental Environment Stress Questionnaire (or modified version of same; n=16), Dental Clinical Learning Environment Instrument (n=8), Dental Student Learning Environment Survey (n=5), Clinical Education Instructional Quality Questionnaire (n=2), Learning Environment Survey (n=1), Dental Hygiene Student Learning Climate Survey (n=1), Ambulatory Care Learning Education Environment Measure (n=1), Distance Education Learning Environments Survey (n=1). Other methodologies, including local feedback questionnaires, mixed methods studies and qualitative approaches, were also identified within this reference set.
Conclusions: A variety of quantitative instruments have been used to evaluate learning environments in dental undergraduate education. DREEM appears to be the most commonly used survey tool used in published work to date.