J Turner1, D Bartlett1, M Andiappan2, L Cabot1. 1. Kings College London Dental Institute, Guys Tower, London Bridge, SE1 9RT. 2. Biostatistics and Research Methods Centre, King's College London, Dental Extension Building, Denmark Hill, London, SE5 9RJ.
Abstract
AIMS: To identify students' perceptions of barriers to effective study and the relationship between these and demographic characteristics, levels of perceived stress and examination performance. MATERIALS AND METHODS: A questionnaire was distributed to first (BDS1) and final year (BDS5) King's College London dental undergraduates, during Spring 2013. Data were collected on students' social and working environment using a Likert scale from zero to four. Levels of perceived stress and end-of-year examination results were collected. Statistical analyses were undertaken using SPSS® and Stata® software. RESULTS: A response rate of 83.0% (BDS1) and 82.9% (BDS5) was achieved. Social distractions were perceived to hinder study, with median scores of two and three for females and males respectively. The mean perceived stress score differed significantly (p=0.001) between males and females. Difficulties with journey was a significant predictor of perceived stress (p=0.03) as were family responsibilities (p=0.02). Social distractions were significantly related to examination performance (p=0.001). CONCLUSIONS: Social distractions were the barrier most highly rated as hindering effective study. Levels of perceived stress were high and were significantly associated with gender, a difficult journey to university and family responsibilities. Social distractions were significantly related to examination performance; students rating social distractions highly, performed less well.
AIMS: To identify students' perceptions of barriers to effective study and the relationship between these and demographic characteristics, levels of perceived stress and examination performance. MATERIALS AND METHODS: A questionnaire was distributed to first (BDS1) and final year (BDS5) King's College London dental undergraduates, during Spring 2013. Data were collected on students' social and working environment using a Likert scale from zero to four. Levels of perceived stress and end-of-year examination results were collected. Statistical analyses were undertaken using SPSS® and Stata® software. RESULTS: A response rate of 83.0% (BDS1) and 82.9% (BDS5) was achieved. Social distractions were perceived to hinder study, with median scores of two and three for females and males respectively. The mean perceived stress score differed significantly (p=0.001) between males and females. Difficulties with journey was a significant predictor of perceived stress (p=0.03) as were family responsibilities (p=0.02). Social distractions were significantly related to examination performance (p=0.001). CONCLUSIONS: Social distractions were the barrier most highly rated as hindering effective study. Levels of perceived stress were high and were significantly associated with gender, a difficult journey to university and family responsibilities. Social distractions were significantly related to examination performance; students rating social distractions highly, performed less well.