This study aimed at assessing the performance of Reciproc Blue (RB) and XP Endo Shaper (XPS), used for canal retreatment on extracted teeth, in terms of debris extrusion and obturating materials removal. Thirty mandibular premolars were prepared to ProTaper X2 file, obturated using warm vertical compaction, and then incubated for 28 days at 100% humidity at 37°C. Teeth were randomly assigned into two groups, according to the system used for retreatment (RB and XPS). During retreatment, debris extruded beyond the apex was collected in preweighed Eppendorf tubes, and the retreatment time was measured. Afterward, the teeth were longitudinally sectioned to assess the remaining obturating materials. Data were statistically analyzed using the Mann–Whitney test and chi-square test at a 95% confidence level. All the samples had extruded debris at varying weights ranging from 0.125 mg to 3.680 mg. XPS extruded less debris than RB, but no difference was detected (Mann–Whitney test;
P
>
0.05
). RB and XPS required 54.9 ± 17.9 and 22.3 ± 9.3 seconds to perform retreatment procedures, respectively (Mann–Whitney test;
P
<
0.05
). The sealer was found in all the samples. Compared to the RB group, fewer samples with remaining gutta-percha were found in the XPS group (Chi-square test;
P
<
0.05
). None of the files fractured during the retreatment procedure. The tested files appear to extrude debris beyond the apex. Although XPS was able to remove the gutta-percha completely from the majority of the canals, it was unable to remove the sealer.
Aims
To explore the global trends in blended learning in undergraduate dental education during the COVID pandemic and during the recovery phase by engaging with the students and faculty and evaluate the implications for dental education in the post-COVID era.
Methods
It was a pilot cross-sectional study which employed a convenience sampling technique to recruit representatives of dental faculty and undergraduate students in 80 dental institutions globally. A previously validated questionnaire consisting of a combination of closed and open-ended items was used for data collection. Responses to these online questionnaires were processed and analysed using the R statistical computing environment.
Results
A total of 320 dental students and 169 faculty members from 47 different dental institutions participated in the study. Video and Live Online Tutorials were considered to be the most effective method of online learning followed by online question banks by both groups. Significant differences were noted between faculty and students regarding time spent and effectiveness of online teaching and learning, respectively, both before and after the start of COVID. The results highlight the faculty need to engage more closely with the students to address their learning needs. Finally, the participants provided several recommendations regarding the future development of teaching and learning strategies as well as assessments in the post-pandemic era.
Conclusions
This is the first study which explores blended learning in dental education with participants from multiple institutions in different regions of the globe. Compared to the faculty, students considered online learning to be less interactive and preferred learning activities and all assessments to be delivered face-to-face. The results underscore the need to adapt teaching practices to suit the learning needs of the students.
Blended learning is growing in popularity particularly following the emergence of COVID-19 pandemic. One of the fields that the pandemic has substantially affected is dental education. Purpose: The aim of this study was to evaluate the quality and effectiveness of the online dental education. Students’ perceptions and experiences of blended learning were also investigated. Methods: A 28-question online survey was designed to gauge students’ perceptions of the effect of blended learning on their academic performance. Results: 314 participants in preclinical and clinical years completed the questionnaire (223 females and 91 males). The majority of students (89%) believed that clinical and practical courses cannot be given by the internet. In terms of students’ opinion in the assessment process, more females (65.8%) preferred traditional exams than males (50.5%) (p < 0.05). Most clinical students (83%) preferred a combination of online and traditional teaching compared to 72% of preclinical students (p < 0.05). Clinical year students were more willing to communicate electronically with their classmates and instructors. The majority of dental students (65%) reported that future dental courses should be blended. Conclusions: In the pandemic era, blended learning, should become the preferred method of education whereby theoretical knowledge is delivered through online tutorials and clinical training is resumed on-site, to ensure competency of dental graduates while maintaining safety of the dental team. Current facilities and course designs should be improved in order to improve students’ experiences with blended learning.
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