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ORIGINAL ARTICLE
Year : 2016  |  Volume : 14  |  Issue : 1  |  Page : 23-28

Qualitative assessment of student-teacher communication using focus group discussion in a Dental College in India


1 Department of Public Health Dentistry, Sinhgad Dental College and Hospital, Pune, Maharashtra, India
2 Department of Prosthetic Dentistry, Sinhgad Dental College and Hospital, Pune, Maharashtra, India
3 Department of Community Medicine, Smt Kashibai Navale Medical College and General Hospital, Pune, Maharashtra, India

Correspondence Address:
Sailee Patankar
Department of Public Health Dentistry, Sinhgad Dental College and Hospital, Room No. 8, Pune - 411 041, Maharashtra
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2319-5932.178720

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Introduction: The communication between faculty and students is a vital component of optimal facilitation of knowledge and learning. Various factors influence this dynamic. Aim: To assess communication levels between students and teachers in a dental college scenario via focus group discussion. Materials and Methods: The focus group discussion consisted of 10 groups; 5 groups representing the teachers, and 5 groups representing the students. Each group consisted of 6 participants. Hence there were a total of 30 teacher and 30 student participants. Focus group discussion was conducted for each of the groups for 30–45 min duration in the presence of a moderator and a note-taker. Open-ended questions were put across by the moderator to initiate and continue the discussions. The hand-written data taken by the note-taker were transcribed onto a computer on the same day of the discussion. Based on the transcription, domains were created for the student and teacher groups. Results: The issues raised by both the teacher and student groups in this focus group discussion were broadly classified into the following themes: (1) Past versus current scenario, (2) attitudes toward communication and learning, (3) hindrances to effective communication, and (4) potential solutions. Conclusions: Focus group discussion exposed many differences in the perceptions of teachers and students to communication. Each group, however, felt that bridging the teacher-student communication barrier was crucial to improve the teaching-learning experience. Many constructive solutions were provided by both the groups which can help to improve the quality of teaching-learning experience resulting in better quality of education.


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