期刊
BRITISH DENTAL JOURNAL
卷 219, 期 9, 页码 453-458出版社
SPRINGERNATURE
DOI: 10.1038/sj.bdj.2015.850
关键词
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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 (R) and Stata (R) 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.
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