Perceived stress among staff in Saudi Arabian dental colleges before and after an accreditation process: A cross-sectional study

doi:10.12998/wjcc.v12.i4.758

Advanced Search

BPG is committed to discovery and dissemination of knowledge

Home / Archive / Volume 12, Issue 4

This Article

Academic Content and Language Evaluation of This Article

CrossCheck and Google Search of This Article

Academic Rules and Norms of This Article

Citation of this article

Corresponding Author of This Article

Research Domain of This Article

Article-Type of This Article

Open-Access Policy of This Article

Times Cited Counts in Google of This Article

Number of Hits and Downloads for This Article

Total Article Views (1437)

All Articles published online

The chart showing PDF series, WORD series, HTML series, Tables (1-3) series.

Item

Count

PDF

112

WORD

HTML

629

Tables (1-3)

188

Sum=937

Publishing Process of This Article

The chart showing Browse series, Download series.

Item

Count

Browse

150

Download

297

Sum=447

Feb 6, 2024 (publication date) through Nov 25, 2024

Times Cited of This Article

Times Cited (1)

Journal Information of This Article

Publication Name

World Journal of Clinical Cases

ISSN

2307-8960

Publisher of This Article

Baishideng Publishing Group Inc, 7041 Koll Center Parkway, Suite 160, Pleasanton, CA 94566, USA

Observational Study

World J Clin Cases. Feb 6, 2024; 12(4): 758-765
Published online Feb 6, 2024. doi: 10.12998/wjcc.v12.i4.758

Table 1 Comparison of pre- and post-commission knowledge, n (%)

Question	Pre	Post		McNemer χ² value	P value
Question	Pre	Agree	Disagree	McNemer χ² value	P value
National academic accreditation enhances University’s status and prestige	Agree	120 (40)	32 (10.67)	29.53	0.1
	Disagree	94 (31.33)	54 (18)	29.53	0.1
National academic accreditation enhances the colleges status and prestige	Agree	130 (43.33)	20 (6.67)	2.7	0.05^a
	Disagree	10 (3.33)	140 (46.67)	2.7	0.05^a
National academic accreditation is essential to attract quality national and international faculty	Agree	154 (51.33)	12 (4)	0.57	0.2
	Disagree	8 (2.67)	126 (42)	0.57	0.2
National academic accreditation is essential to attract quality students to join the program	Agree	154 (51.33)	31 (10.33)	0.45	0.03^a
	Disagree	23 (7.67)	92 (30.67)	0.45	0.03^a
National academic accreditation increases opportunities for enhancing research and publications in the college	Agree	150 (50)	21 (7)	3.87	0.02^a
	Disagree	37 (12.33)	92 (30.67)	3.87	0.02^a
National academic accreditation assures program to be more rigorous in meeting international and national standards	Agree	164 (54.67)	23 (7.67)	0.92	0.16
	Disagree	16 (5.33)	97 (32.33)	0.92	0.16
National academic accreditation supports an environment of collaboration across departments and committees in the college	Agree	139 (46.33)	47 (15.67)	4.87	0.01^a
	Disagree	27 (9)	87 (29)	4.87	0.01^a
National academic accreditation process helps improve the clinical and lab, and other facilities in the college	Agree	44 (14.67)	21 (7)	54.67	0.47
	Disagree	105 (35)	130 (43.33)	54.67	0.47
National accreditation alone is sufficient for ensuring a quality program, and international accreditation is not required	Agree	121 (40.33)	78 (26)	28.87	0.12
	Disagree	23 (7.67)	78 (26)	28.87	0.12
The benefits of national academic accreditation for faculty outweigh the costs and efforts of the accreditation process	Agree	157 (52.33)	26 (8.67)	2.43	0.05^a
	Disagree	15 (5)	102 (34)	2.43	0.05^a
The benefits of national academic accreditation for administrative staff outweigh the costs and efforts of the accreditation process	Agree	142 (47.33)	32 (10.57)	8.2	0.002^a
	Disagree	12 (4)	114 (38)	8.2	0.002^a

^aStatistically significant difference.

Table 2 Comparison of pre- and post-commission attitudes, n (%)

Question	Pre	Post		McNemer χ² value	P value
Question	Pre	High	Low	McNemer χ² value	P value
In your opinion, the time investment in national academic accreditation by faculty was	High	92 (30.67)	57 (19)	5.31	0.01^a
	Low	34 (11.33)	117 (39)	5.31	0.01^a
In your opinion, the time investment in national academic accreditation by administrators was	High	106 (35.33)	29 (9.67)	13.03	0.01^a
	Low	65 (21.67)	100 (33.33)	13.03	0.01^a
The resources which the college needed for national academic accreditation	High	70 (23.33)	79 (26.33)	0.09	0.3
	Low	84 (28)	67 (22.33)	0.09	0.3
The overall impact of the accreditation process on faculty stress level	High	112 (37.33)	44 (14.67)	0.19	0.3
	Low	39 (13)	105 (35)	0.19	0.3
What was your level of involvement in the national academic accreditation process	High	58 (19.33)	93 (31)	3.9	0.02^a
	Low	67 (22.33)	82 (27.33)	3.9	0.02^a
During your participation in the accreditation process, your stress level was	High	134 (44.67)	25 (8.33)	6.125	0.05^a
	Low	47 (15.67)	94 (31.33)	6.125	0.05^a

^aStatistically significant difference.

Table 3 Comparison of perceived stress regarding the commission, n (%)

Question	Pre	Post		McNemer χ² value	P value
Question	Pre	Agree	Disagree	McNemer χ² value	P value
Overall, the national academic accreditation process (online and visit) was less rigorous and stressful than expected	Agree	90 (30)	52 (17.33)	3.5	0.03^a
	Disagree	74 (24.67)	84 (28)	3.5	0.03^a
You noticed high-stress levels in faculty directly involved in the accreditation process	Agree	113 (37.67)	72 (24)	67.12	0.05^a
	Disagree	1 (0.33)	114 (38)	67.12	0.05^a
You felt mentally and physically relieved after the accreditation process ended	Agree	149 (49.67)	91 (30.33)	86.09	0.05^a
	Disagree	1 (0.33)	59 (19.67)	86.09	0.05^a

^aStatistically significant difference.

Citation: Shaiban AS. Perceived stress among staff in Saudi Arabian dental colleges before and after an accreditation process: A cross-sectional study. World J Clin Cases 2024; 12(4): 758-765
URL: https://www.wjgnet.com/2307-8960/full/v12/i4/758.htm
DOI: https://dx.doi.org/10.12998/wjcc.v12.i4.758