Home About us Editorial board Search Browse articles Submit article Instructions Contacts Login 
Users Online: 1640
Home Print this page Email this page

 

ORIGINAL ARTICLE
Year : 2019  |  Volume : 8  |  Issue : 1  |  Page : 184

Effect of reflective thinking on academic performance among undergraduate dental students


1 Department of Public Health Dentistry, Panineeya Institute of Dental Sciences and Hospital, Hyderabad, Telangana, India
2 Department of Public Health Dentistry, Government Dental College, Hyderabad, Telangana, India

Correspondence Address:
Dr. Suraj Reddy Loka
Department of Public Health Dentistry, Panineeya Institute of Dental Sciences and Research Centre, Road No 5, Kamala Nagar, Dilsukhnagar, Hyderabad - 500 060, Telangana
India
Login to access the Email id

Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jehp.jehp_77_19

Rights and Permissions

INTRODUCTION: Self-directed learning is a vital principle promoted in health profession's education, particularly with the increasing use of online learning methods. Likewise, reflection has been recognized as an indispensable and formidable concept for learning which plays a positive role in fostering students' self-reflection, critical thinking, and development of professional values and skill. Hence, the present study was undertaken to identify the effect of reflective thinking on academic performance among undergraduate dental students. MATERIALS AND METHODS: Reflective thinking was assessed among 2nd-, 3rd-, and 4th-year undergraduate dental students and interns of a dental college and hospital in Hyderabad. Reflection questionnaire assessed habitual action, understanding, reflection, and critical reflection on a 5-point Likert scale. The percentage of marks obtained in the last university examinations was considered for academic performance. The completed questionnaires were analyzed using the Statistical Package for the Social Sciences software (SPSS version 20).P < 0.05 was considered statistically significant. RESULTS: A total sample of 263 individuals comprising 188 (71.5%) females and 75 (28.5%) males participated in the study. Our findings showed that the four scales of reflective thinking, such as habitual action (P = 0.0001*), understanding (P = 0.02*), reflection (P = 0.02*), and critical reflection (P = 0.01*), showed statistically significant difference based on the year of study. However, no difference based on gender was noted. Reflection (17.2 ± 2.41) and critical reflection (16.3 ± 2.77) mean scores were highest among 4th years. Higher understanding (17.83 ± 1.78) and reflection (17.33 ± 2.01) mean scores were observed among students who attained more than 75% in their academic performance. CONCLUSION: Thus, the present study emphasizes the role of reflective thinking and its significance in academic learning process.


[FULL TEXT] [PDF]*
Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)
 

 Article Access Statistics
    Viewed37    
    Printed2    
    Emailed0    
    PDF Downloaded24    
    Comments [Add]    

Recommend this journal