IADR Abstract Archives
Attitude Towards Immunology Exams and Its Relation With Students’ Resuts
Objectives: To assess third year dental students’ attitude towards immunology exams over a 2-year period (2019 and 2020), and to analyse the relation with their score notes.
Methods: A-4 Likert scale short evaluation questionnaire was inserted at the end of the 60 multiple choice questions of immunology exams. The student was invited to answer if he is satisfied by the form (question1) and the content (question2) of the exams by putting a cross corresponding to one of the following scores, respectively : 4 (completely satisfied, CS), 3 (satisfied, S), 2 (not satisfied, NS), 1 (not at all satisfied, NAS). The voluntariness and anonymity of the study were considered. The results of the exams’ scores were as follow : 4 (very high ≥16/20), 3 (high, 13-15/20), 2 (medium, 10-12/20), 1 (low<10/20). Results were reported as frequencies and means±SD. The T-test for independant means and the Spearman test were used.
Results: The response rate was nearly 60% (59.72%, n=258 out of 432). The sample was made of 191 females (74%) and 67 males (26%), the female to male sex ratio was 2.85. Most students were either S or CS by the form and content of the exam, respectively, 53.5%, 44.2% ; 67.1% and 19% with the corresponding mean scores : 1.33±1.49 (S) ; 2.14±1.99 (CS) ; 2.01±1.41 (S) and 0.76±1.57 (CS). Only 10.5% were not satisfied by the content (score 2). As for score notes, the distribution was as follow : 9.7% (VH), 41.5% (H), 38% (M) and 10.9% (L) with means of 6.50±0.81. Females had significantly higher scores (p.004). No significant difference was seen between students’ attitude (S/CS) and score notes.
Conclusions: There is a consitency between students’ attitude and score notes. Introducing a short evaluation form at the end of the exam may be a useful tool for assesment of students’ attitude.
Methods: A-4 Likert scale short evaluation questionnaire was inserted at the end of the 60 multiple choice questions of immunology exams. The student was invited to answer if he is satisfied by the form (question1) and the content (question2) of the exams by putting a cross corresponding to one of the following scores, respectively : 4 (completely satisfied, CS), 3 (satisfied, S), 2 (not satisfied, NS), 1 (not at all satisfied, NAS). The voluntariness and anonymity of the study were considered. The results of the exams’ scores were as follow : 4 (very high ≥16/20), 3 (high, 13-15/20), 2 (medium, 10-12/20), 1 (low<10/20). Results were reported as frequencies and means±SD. The T-test for independant means and the Spearman test were used.
Results: The response rate was nearly 60% (59.72%, n=258 out of 432). The sample was made of 191 females (74%) and 67 males (26%), the female to male sex ratio was 2.85. Most students were either S or CS by the form and content of the exam, respectively, 53.5%, 44.2% ; 67.1% and 19% with the corresponding mean scores : 1.33±1.49 (S) ; 2.14±1.99 (CS) ; 2.01±1.41 (S) and 0.76±1.57 (CS). Only 10.5% were not satisfied by the content (score 2). As for score notes, the distribution was as follow : 9.7% (VH), 41.5% (H), 38% (M) and 10.9% (L) with means of 6.50±0.81. Females had significantly higher scores (p.004). No significant difference was seen between students’ attitude (S/CS) and score notes.
Conclusions: There is a consitency between students’ attitude and score notes. Introducing a short evaluation form at the end of the exam may be a useful tool for assesment of students’ attitude.