Learning experiences of undergraduate first-year dental and oral hygiene students at a South African dental university

• Published in: SADJ (Houghton) Vol. 78; no. 5; pp. 233 - 238
• Main Authors: Morule, Mpho, Bhayat, Ahmed, Kruger, Candida
• Format: Journal Article
• Language: English; Portuguese
• Published: The South African Dental Association (SADA) 19.09.2023
• Subjects: Biology; Dentistry, Oral Surgery & Medicine; Health Care Sciences & Services; Health Policy & Services; Medicine, General & Internal; Medicine, Research & Experimental; Dental students; dental education; oral hygiene students; teaching and learning
• ISSN: 0375-1562; 2519-0105
• DOI: 10.17159/sadj.v78i05.16878

Students in higher education institutions endure many difficulties which may adversely affect their career choices, learning experience and academic success. Aims and objectivesThe aim of this study was to identify factors contributing to learning experiences of undergraduate dental and oral hygiene students during their first year of study at a South African dental university. DesignCross-sectional design that included quantitative and qualitative data.MethodsAn online questionnaire was used to capture the students’ perceptions towards learning experiences and factors contributing to academic success. The sample consists of 84 first-year dental and oral hygiene students registered in the 2021 academic year. ResultsA total of 59 students responded (70%) and most of them reported to have problems with academic learning, time management, heavy workload and a negative attitude towards online lectures. Problems related to social learning included inability to make friends and lack of participation in university social activities, finances and accommodation. In terms of coping mechanisms, students utilised tutoring classes, sought advice from senior students, watched educational YouTube videos and applied for a study loan or bursary. Students reported to obtain emotional support from friends and family members and adopted a positive attitude resulting in committed self-motivation. ConclusionMost students had challenges with academic and social factors. Students requested they be assisted in time management skills and study skills, in coping mechanisms to deal with a demanding workload and having access to an educational psychologist.