Main Article Content
Objective: To examine the relationship between basic physics grades and dental students’ academic performance in the subsequent physics-related subjects in Mahidol dental curriculum.
Materials and methods: This study employed a quantitative research approach using a retrospective study to examine the relationship between students’ performance in basic physics courses (SCPY 153 and SCPY 154) taught in the first year of dental curriculum and physics-related subjects (DTBC 235, DTID 244, DTPS 241, DTPS 242, and DTRD 331) in the subsequent years of Mahidol dental curriculum. The data of a cohort of 322 undergraduates who were studying in the fourth to the final year in academic year 2017 were analyzed using descriptive statistical analysis, Pearson’s correlation, and multiple linear regression, with a statistical signiﬁcance taken at p < 0.05.
Results: There were statistically significant correlations between the grades of the two basic physics courses and all five physics-related subjects. However, weaker correlations for those physics-related subjects were found with SCPY 153 (0.142 < r < 0.267), compared to SCPY 154 (0.300 < r < 0.444). According to regression models, SCPY 154 grades significantly and positively influenced grades of all physics-related subjects (p < 0.001), whilst grades of SCPY 153 significantly affected only grades of DTID 244.
Conclusion: The two physics grades in the first year had influences on students’ academic performance in physics-related courses in the subsequent years. The medical physics course was a predictor of all physics-related dentistry subjects, whist the basic physics course predicts only one dentistry subject.
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