Objectives: This study is aimed at determining the factors influencing the job satisfaction level among dentists. It is also aimed at evaluating how personal (age, gender) and professional (type, type of qualification, and year of practice) characteristics influence overall job satisfaction.
Methods: For data collection, a structured self-administered questionnaire was used, in which one part collected information on personal characteristics. At the same time, the other contained a questionnaire related to job satisfaction. The German validated version of the questionnaire had a 10-point Warr-Cook-Wall (WCW) scale developed by Warr et al. in 1979. Each item was rated on a 5-point Likert scale, with 5 representing excessive satisfaction and 1 representing extreme dissatisfaction.
Results: The results revealed that dentists in Saudi Arabia have a higher satisfaction level with "colleagues and fellow workers" (26.5%). The relation between the years of practice was highly significant. However, they were dissatisfied with their "income" (22.6%), and when compared with concerning age, gender, profession, and their practice years, this finding was highly significant.
Conclusion: A higher percentage of satisfaction was seen with the "fellow and colleague's workers" dimension. At the same time, "income" was the aspect with which the dentists showed extreme dissatisfaction.
METHODS: A draft set of EPA statements was developed based on the consensus of an expert panel. These were then mapped to the nationally determined minimum experience thresholds (clinical and procedural experiences/competencies) and aligned to task-based instructional strategy. The EPAs were validated to improve the relevance by using a criterion-based rubric.
RESULTS: An end-to-end process workflow led to the development of an EPA-based educational framework to bridge the gaps in the curriculum. The process identified a total of 41 EPAs and out of which, 10 EPAs were notated as core EPAs and will be subjected to structured workplace-based assessment complying to the national standards. The validation exercise rated core EPAs with an overall score matching close to the cut-off of 4.07 (Equal rubric).
CONCLUSION: The end-to-end process workflow provided the opportunity to elaborate a structured process for the development of EPAs for undergraduate dental education. As validation is a continuous process, feedback from implementation will inform the next steps.
METHOD: An explanatory mixed method research design was carried out on first year medical students at a private university in Malaysia. In Phase I, a survey was conducted to explore the effectiveness of jigsaw learning. Descriptive and inferential statistics were calculated using SPSS. In Phase II, a focus group interview was conducted to explore their in-depth experiences. Qualitative data were thematically analysed.
RESULTS: Fifty-seven students participated in the survey and seven students took part in the focus group interview. Quantitative data analysis showed a statistically significant improvement in the student's individual accountability, promotive interaction, positive interdependence, interpersonal skill, communication skill, teamwork skill, critical thinking and consensus building after jigsaw learning sessions. Qualitative data explained their experiences in-depth.
CONCLUSION: Jigsaw cooperative learning improves collaboration, communication, cooperation and critical thinking among the undergraduate medical students. Educators should use jigsaw learning methods to encourage effective collaboration and team working. Future studies should explore the effectiveness of the jigsaw cooperative learning technique in promoting interprofessional collaboration in the workplace.