Monitoring career impact and satisfaction in a graduate program in dentistry

Abstract

Introduction: The assessment of student outcomes is essential for monitoring the quality of graduate programs in healthcare sciences. As such, this study focused on developing a self-employed questionnaire that allowed for the evaluation of elements focused on career impact and levels of satisfaction regarding graduate program education. Following, this instrument was utilized in a cross-sectional study design with alumni that had obtained their degree (MSc or PhD) over a 25-year span (1995-2020) from a graduate program in dentistry located in Brazil.

Methods: The employed instrument comprised a total of 43 questions presenting a mix of both close and open-ended questions coupled with 5-point Likert scales. The questionnaire was hosted online and a total of 528 alumni were invited to participate through e-mail and social media outreach.

Results: 376 alumni answered the questionnaire (71.2% response rate). The majority were female (69.9%), and with a MSc (58.5%). Levels of satisfaction towards the program as well the impact in career and life were higher in alumni that had obtained a PhD degree compared to MSc. After obtaining the degree, an increase in involvement in teaching/research positions (3.4% vs 21.5%, p < 001) and a decrease in unemployment (21.9% vs 2.1%, p < 001) were observed. The highest levels of impact were observed regarding the achievement of the professional goals as nearly 90% of the population agreed with this statement.

Conclusions: This study highlighted the creation and employment of an assessment tool that can be utilized to monitor the perceptions of student outcomes. Among the findings, a decrease in unemployment and a high degree of career impact and satisfaction were observed in the population of this study. Moving forward, it is essential that monitoring educational outcomes remains a priority worldwide.

Keywords: clinical competence; continuing dental education; cross-sectional studies; dental education; graduate education; specialization.

Figure 1

Employment status prior to enrollment in the graduate program in parallel with current employment. Red bars represent employment prior to program enrollment, while blue bars indicate current employment as of 2020. Bars represent the total count of responses for each category. In addition to the “current employment” responses shown in the figure, 21 participants indicated to be currently enrolled in a graduate program, 1 participant has changed profession, and 1 has retired. *p < .05, **p < .01, ***p < .001.

Figure 2

Research project characteristics and time allocation. (A) Weekly time allocation by the alumni to the program. (B) Multidisciplinary approach in the research project. (C) Interactions with research groups abroad. (D) Engagement in entrepreneurship after graduate degree.

Figure 3

Satisfaction levels of MSc and PhD alumni from 1995 to 2020. Nine different items were proposed, and participants were asked to select their level of agreement in a 5-point Likert scale regarding the level of quality of each proposed topic regarding the program. Comparison between alumni’ from the MSc and PhD programs; Chi-square test. *p < .05, ***p < .001.

Figure 4

Perceived impact of the program in the careers of MSc and PhD alumni from 1995 to 2020. Seven different statements were provided to participants, who were asked to select their level of agreement in a 5-point Likert scale. Comparison between alumni’ from the MSc and PhD programs; Chi-square test. *p < .05, ***p < .001.