AI Article Synopsis
- This study aimed to see if showing dental students visual materials related to their profession during a physiology seminar could enhance their view of the topic's clinical relevance.
- A questionnaire was administered to 105 dental students after a seminar on respiratory physiology, with 52 students receiving a PowerPoint enriched with dental-related images.
- Results showed that students exposed to these visuals found the seminar topic significantly more relevant to their future careers than those who were not exposed (P = 0.025), suggesting that integrating clinical context into physiology teaching could improve students' interest and motivation.
Article Abstract
Introduction: The primary objective of this study was to assess whether exposing dental students to visual stimuli related to dental profession during the medical physiology seminar could affect their perception of the clinical relevance of the topic.
Subjects And Methods: A self-administered questionnaire on attitudes towards medical physiology was conducted amongst 105 students of the School of Dental Medicine in Zagreb, Croatia, aged 19-24 years (80% females) following a seminar on respiratory system physiology. Power-point presentation accompanying the seminar for a total of 52 students (study group) was enriched with pictures related to dental practice in order to assess whether these pictures could make the topic appear more clinically relevant for a future dentist.
Results: The results of the survey indicated that dental students in the study group perceived the topic of the seminar as more important for them as future dentists when compared to the perception of the control group (P = 0.025).
Discussion And Conclusion: The results of this survey encourage physiology lecturers to present medical physiology as clinically relevant for dental students whenever possible as this could increase students' interest in the subject and their motivation for learning. Such an approach could be particularly beneficial if there is a significant time gap between basic courses and involvement of students into clinical training for it could promote meaningful learning.
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| http://dx.doi.org/10.1111/eje.12132 | DOI Listing |
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