%A Joshi, Mahasweta %A Joshi, Nikhil %A Patankar, Sailee %A Pandve, Harshal %T Qualitative assessment of student-teacher communication using focus group discussion in a Dental College in India %9 Original Article %D 2016 %J Journal of Indian Association of Public Health Dentistry %R 10.4103/2319-5932.178720 %P 23-28 %V 14 %N 1 %U https://journals.lww.com/aphd/pages/default.aspx/article.asp?issn=2319-5932;year=2016;volume=14;issue=1;spage=23;epage=28;aulast=Joshi %8 January 1, 2016 %X 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. %0 Journal Article %I Wolters Kluwer Medknow Publications %@ 2319-5932