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Figure 1

From: Research enrichment: evaluation of structured research in the curriculum for dental medicine students as part of the vertical and horizontal integration of biomedical training and discovery

Figure 1

Student perception of research integration. Anonymous course evaluation survey data from three cohorts of dental students (C1, C2, C3) were analyzed (Total student pool = 225). Student responses ("strongly agree" = 1, "agree" = 2, "disagree" = 3, "strongly disagree" = 4, "not applicable" = 5) to three key questions regarding the Integration Seminar course are presented (Response rates: C1 = 80%, n = 120/150; C2 = 78%, n = 117/150; C3 = 80%, n = 120/150; Fall and Spring Integration Seminar course evaluations response combined, 75/cohort over two semesters = 150). Overwhelmingly, students from all cohorts had positive responses (+), either "strongly agree" or "agree" to these statements: A) "The learning plan was smooth, sequenced, and logical" (C1: 95.2%, C2: 95%, C3: 88%), B) "Examples and illustrations were effective" (C1: 100%, C2: 100%, C3: 92%), and C) "This course is integrated into the curriculum and not redundant" (C1: 100%, C2: 95.1%, C3: 88.53%).

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BMC Medical Education

ISSN: 1472-6920

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