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Background <p>The initial cycle of dental training in France is highly stressful. The pedagogical circle is an innovative educational tool designed to cultivate a collaborative and psychologically secure learning environment, wherein students and teachers, seated in a circle, take turns articulating their emotional state, perceived challenges and learning requirements. The study aims to investigate the impact of the pedagogical circle on mitigating students’ perceived stress and enhancing their satisfaction with practical instruction, drawing upon non-violent communication and self-determination theory.</p> Materials and methods <p>We conducted a cross-sectional observational pilot study wherein students (<i>n</i> = 56) completed an anonymous questionnaire assessing stress and satisfaction with teaching strategies. A composite stress score was derived. Correlation analysis and ANOVA (employing Fisher’s F test, with significance set at <i>p</i> &lt; 0.01) were conducted to evaluate the association between participation in pedagogical circles and stress levels.</p> Results <p>The response rate was 98.21% (55/56 participants). The mean stress score was 10.3 (median: 11; standard deviation: 6.4). The stress score exhibited a statistically significant correlation (<i>p</i> &lt; 0.01) with pedagogical circle items, as ascertained via Fisher’s correlation test, which compared stress levels between participants reporting positive experiences with the circles and those who did not. Cross-analysis of the stress score against items related to the pedagogical circle revealed a positive impact of this methodology on students’ perceived stress, with statistically significant effects (<i>p</i> &lt; 0.01) on ‘feeling at ease within the group and being able to express oneself’ and ‘feeling supported in one’s learning’.</p> Conclusion <p>The pedagogical circle methodology appears to exert a positive influence on students’ stress levels and learning outcomes. Nonetheless, owing to the brief timeframe and limited sample size, additional longitudinal studies are required to corroborate these findings. This innovative approach cultivates empathy and resilience, thereby paving the way for scalable interventions in health professions education.</p>

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The pedagogical circle: an innovative approach to enhance learning and reduce stress in undergraduate dental education – a pilot study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月6日

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  • Guillaume Savard,
  • Hervé Becquet,
  • Alice Bodin,
  • Antony Chandonnay,
  • Gael Y. Rochefort,
  • Frédéric Denis,
  • Matthieu Renaud

摘要

Background

The initial cycle of dental training in France is highly stressful. The pedagogical circle is an innovative educational tool designed to cultivate a collaborative and psychologically secure learning environment, wherein students and teachers, seated in a circle, take turns articulating their emotional state, perceived challenges and learning requirements. The study aims to investigate the impact of the pedagogical circle on mitigating students’ perceived stress and enhancing their satisfaction with practical instruction, drawing upon non-violent communication and self-determination theory.

Materials and methods

We conducted a cross-sectional observational pilot study wherein students (n = 56) completed an anonymous questionnaire assessing stress and satisfaction with teaching strategies. A composite stress score was derived. Correlation analysis and ANOVA (employing Fisher’s F test, with significance set at p < 0.01) were conducted to evaluate the association between participation in pedagogical circles and stress levels.

Results

The response rate was 98.21% (55/56 participants). The mean stress score was 10.3 (median: 11; standard deviation: 6.4). The stress score exhibited a statistically significant correlation (p < 0.01) with pedagogical circle items, as ascertained via Fisher’s correlation test, which compared stress levels between participants reporting positive experiences with the circles and those who did not. Cross-analysis of the stress score against items related to the pedagogical circle revealed a positive impact of this methodology on students’ perceived stress, with statistically significant effects (p < 0.01) on ‘feeling at ease within the group and being able to express oneself’ and ‘feeling supported in one’s learning’.

Conclusion

The pedagogical circle methodology appears to exert a positive influence on students’ stress levels and learning outcomes. Nonetheless, owing to the brief timeframe and limited sample size, additional longitudinal studies are required to corroborate these findings. This innovative approach cultivates empathy and resilience, thereby paving the way for scalable interventions in health professions education.