Home About us Editorial board Ahead of print Current issue Search Archives Submit article Instructions Subscribe Contacts Login 
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
Login to access the Email id

Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2319-5932.178720

Rights and Permissions

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.


[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
    Viewed2327    
    Printed20    
    Emailed0    
    PDF Downloaded290    
    Comments [Add]    

Recommend this journal