Ethics code: IR.SSU.DENTISTRY.REC.1401.091
School of dentistry, Shahid Sadoughi University of medical science
Abstract: (29 Views)
| Introduction: Identifying the components of an effective learning environment can help clarify the conditions that foster high‑quality and efficient learning, and can be used in educational planning and decision‑making. The present study aimed to explore the characteristics of an effective learning environment from the perspective of dental students in the clinical phase. |
| Method: In this qualitative study, a phenomenological approach was employed to explore the characteristics of an effective learning environment. Data were collected through in‑depth, semi‑structured interviews with 24 dental students from Shahid Sadoughi University of Medical Sciences in Yazd, Mashhad, and Birjand, conducted face‑to‑face. The interviews were audio‑recorded and subsequently transcribed verbatim. Statements and expressions relevant to the study objectives were extracted, coded, and categorized. Data analysis was performed using Colaizzi’s seven‑step method. |
| Results: Content analysis revealed the main features of an effective learning environment from the students’ perspectives, which were classified into three dimensions: physical (classrooms, clinical departments, and welfare facilities), social (faculty members and clinical staff), and academic (clinical teaching). The categorization highlighted the significant role of faculty members and institutional facilities in shaping students’ learning experiences. |
| Conclusion: Based on the findings, the current learning environment of dental students does not fully meet their expectations. The results of this study may provide valuable insights for policymakers and curriculum designers in dental education. |
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