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Published on: April 29, 2014
Attitudes and satisfaction of dental faculty toward calibration: A cross-sectional study
Afsheen Tabassum1, Muhanad Alhareky1, Marwa Madi1
1Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Kingdom of Saudi Arabia.
Objective:
To evaluate attitudes and satisfaction of faculty members about calibration efforts in the undergraduate dental program at Imam Abdulrahman Bin Faisal University, Saudi Arabia.
Methods:
The cross-sectional study included faculty members (n = 75) who participated in calibration exercises for effective assessments in preclinical and clinical courses. The previously validated questionnaire was utilized. The questionnaire was composed of four sections: demographics, faculty members' attitude, quality of calibration efforts, and faculty satisfaction. The satisfaction score of faculty members was calculated and compared with their demographic data. Descriptive statistics included means, standard deviations, frequencies, and proportions. The data were analyzed using an independent sample t-test and one-way analysis of variance.
Results:
The response rate was 92% (n = 69). Note that 97% participants agreed that faculty calibration was an important aspect of dental education and 88.10% were willing to attend calibration exercises even if not required by their institution. Most participants (82.1%) agreed students were more satisfied with their clinical education when faculty members were calibrated. In this study, the perception of 85.1% of the participants was that calibration efforts reduced faculty variations. Most participants (73.10%) were satisfied with the quality of faculty calibration exercises in the college. The mean satisfaction score of the sample was 13.21 ± 3.65, which was significantly higher among faculty members with a doctoral degree (13.88 ± 3.64) than those with a master's degree (12.08 ± 3.46) (p = 0.048). The study showed no significant relationship of gender, age, status, and year of experience with faculty's satisfaction with calibration efforts.
Conclusion:
Most faculty members recognized the importance of faculty calibration in dental education and were satisfied with the quality of calibration efforts. Satisfaction with calibration efforts was significantly related to the high education of faculty members.
