Change in Learning Environment Satisfaction of Kyushu Dental College Students; Influence of New College Main Building Completion

DOI Web Site 3 Citations 9 References
  • Takata Yutaka
    Division of General Internal Medicine, Department of Health Promotion, Science of Health Improvement, Kyushu Dental College
  • Toyono Takashi
    Division of Oral Histology and Neurobiology, Department of Biosciences, Science of Health Improvement, Kyushu Dental College
  • Inenaga Kiyotoshi
    Division of Physiology, Department of Biosciences, Science of Health Improvement, Kyushu Dental College
  • Arai Shusei
    Division of General Education, Department of Clinical Communication and Practice, Science of Oral Functions, Kyushu Dental College
  • Goto Tetsuya
    Division of Anatomy, Department of Biosciences, Science of Health Improvement, Kyushu Dental College
  • Nishihara Tatsuji
    Division of Infections and Molecular Biology, Department of Health Promotion, Science of Health Improvement, Kyushu Dental College

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Other Title
  • 歯学部学生の学習施設環境満足度の変化:新本館棟竣工の効果
  • シガクブ ガクセイ ノ ガクシュウ シセツ カンキョウ マンゾクド ノ ヘンカ シンホンカントウ シュンコウ ノ コウカ

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Abstract

To determine the influence of new college main building completion, we conducted marked-sheet questionnaire surveys of dental students of Kyushu Dental College before and after the use of the building. Questionnaires were collected from 412 and 407 students, respectively. Satisfactions with library, library scientific journal, audiovisual document, electric journal, computer practice room, network, personal computer, training room, and laboratory institution and facilities were improved by new building completion, whereas those with library book, homepage, study room, lecture room, locker room, voluntary learning environment, and total learning environment were not improved. Satisfaction with ground was aggravated, and that with gymnasium was not changed, these facilities being not included in the new building. Satisfactions with question 11 items were improved in female students, but those with only 4 items were improved in male students. Education satisfaction was slightly worsened, suggesting that learning environment satisfaction was not necessarily related with education satisfaction. It seems important to elucidate the reason why the satisfactions were not improved with the study room, lecture room, locker room, voluntary learning environment, and total learning environment in spite of the new establishment.

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