Challenges and Opportunities for Dental Education from COVID-19

Li, Bolei; Cheng, Lei; Wang, Haohao

doi:10.3390/dj10100188

Cited by 7 publications

(8 citation statements)

References 68 publications

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“…Given the pluses and minuses of the online/remote didactic activities, the majority (75%) of the participants in this study expressed their belief that the future of dental education will be impacted by the COVID-19 crisis. This is a general belief that has been revealed by many studies [ 9 , 10 , 12 , 23 , 29 , 36 , 42 , 44 , 45 , 46 , 48 , 50 , 53 , 54 , 56 ].…”

Section: Discussionmentioning

confidence: 81%

“…Another question with a high frequency of answers, this time towards the unfavorable end of the scale, is about the remaining online teaching methods after the end of the pandemic period. This clear negative reaction was caused not only by the difficulties posed by the new online teaching method and the new tools that have to be used, but also by the fact that without direct contact with patients and without hands-on practice, the quality of the educational process will significantly decrease [ 11 , 12 , 36 , 43 , 52 , 53 ]. In this regard, the biggest challenge for lecturers and professors has been to compensate for the lack of clinical training, and to re-invent and re-adapt the educational process in a very short period of time, without any previous preparation or planning, and while also constrained by distance, legal and ethical problems (such as the use of “show and share” patient clinical pictures in digital environment) [ 23 , 36 ].…”

Section: Discussionmentioning

confidence: 99%

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Perception of Remote Learning by Fixed Prosthodontic Students at a Romanian Faculty of Dentistry

Țănculescu

Apostu

Doloca

et al. 2023

IJERPH

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The COVID-19 pandemic has forced the transfer of traditional on-site educational activities to the online environment. This study aimed to evaluate the perception and acceptance of remote learning among fixed prosthodontic students attending the Faculty of Dental Medicine of “Grigore T. Popa” University of Medicine and Pharmacy in Iasi, Romania, and to analyze the feedback regarding their experience with the new online methods, the perceived quality thereof and suggestions for improvement. An observational cross-sectional, online study based on 22 questions was conducted with 259 students. The general opinion of online education was good or very good (40.15%); regarding its efficiency, 28.57% found it efficient while 34.36% found it inefficient or very inefficient; regarding the pleasure of learning online, 45.95% of students enjoyed online learning, while 36.64% did not enjoy it. The problem that was most cited by respondents was that of keeping all students motivated and involved (65.6%). Sixty-two percent of the respondents believe that online dental education should not exist, or just to a small extent, a result justified by the practical nature of the profession. The general opinion was that health risks should be managed and mitigated by using a hybrid system that would allow students to do on-site clinical training with direct contact with patients.

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Section: Discussionmentioning

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Perception of Remote Learning by Fixed Prosthodontic Students at a Romanian Faculty of Dentistry

Țănculescu

Apostu

Doloca

et al. 2023

IJERPH

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“…Many studies on virtual education have observed an increase in students' stress levels in virtual education (20,21). However, the students did not report this issue.…”

Section: Discussionmentioning

confidence: 84%

Challenges and Opportunities of Virtual Education from the Perspective of Dentistry Students during COVID-19 Pandemic: A Cross-Sectional Study

Katebi

2023

Educ Res Med Sci

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Background: COVID-19 pandemic has widely affected education, and different types of virtual education have been widely used. Objectives: This study aimed to investigate the challenges and opportunities of E-learning from the perspective of dentistry, students of Tabriz University of Medical Sciences, during the COVID-19 pandemic. Methods: This descriptive cross-sectional study was performed on all dental students in clinical wards. The research tool was a researcher-made questionnaire. The collected data were analyzed using SPSS software version 17, and descriptive statistical methods and Kruskal-Willi’s test were used. Results: A total of 167 students participated in this study, and 73% were satisfied with virtual education during the COVID-19 pandemic era. In addition, 76% of the students were confident with the quality of offline educational content. The students’ satisfaction rate with interacting with the professors in the virtual education system was 78%. Students mentioned that the most crucial advantage of offline virtual education was the possibility of studying several times and at any time, and the most significant drawback was the lack of eye contact with professors. Conclusions: Based on the results, online education in dentistry could be helpful. A variety of E-learning methods encourage student-based education. Therefore, reducing the cognitive burden of educational content and increasing interactive activities are recommended to improve the quality of education.

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“…The participants were complaining about distractions due to internet quality and connectivity. Dental students in other countries also faced challenges with inadequate hardware, limited bandwidth, and unstable internet connections, all of which posed potential obstacles for online courses [18,19]. However, distance education offers students a flexible, independent, and easily accessible learning setting [19].…”

Section: Resultsmentioning

confidence: 99%

“…Dental students in other countries also faced challenges with inadequate hardware, limited bandwidth, and unstable internet connections, all of which posed potential obstacles for online courses [18,19]. However, distance education offers students a flexible, independent, and easily accessible learning setting [19]. Research showed that dental students believed that distance learning served as an effective alternative during the COVID-19 pandemic and that they expressed a desire to continue with distance learning in the future [4].…”

Section: Resultsmentioning

confidence: 99%

Student Perception of Online Teaching in Undergraduate Dental Education in Bangladesh: A Qualitative Study

Mohammad,

Sultana,

Azad

et al. 2023

IME

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During the COVID-19 pandemic, the education sector of Bangladesh suffered a lot. To adapt to this uncertain situation, the online teaching–learning method was introduced for the first time in the dental colleges to continue regular classes. This qualitative study explored the in-depth perception among students of this new, affordable, flexible online learning method and to find out the scope of improvement of the delivery method. Two focus group discussions (FGD) were conducted, each including 6–8 participants (N = 16, the male/female ratio was 7:9) for gaining an in-depth understanding of the perception of online teaching among dental students. With the help of the trigger questions, the facilitator and moderators conducted both FGDs. By analyzing the focus group discussion, four distinct themes were identified. The main themes extracted from the data refer to the difficulties which students faced during participation in online classes (e.g., low attention span, unusual timing of classes, internet accessibility, power cut, boring content, etc.), advantages of online learning (e.g., saves time, able to continue studying during the lockdown, saves money, avoids commuting, being safe during a pandemic situation, one can participate in classes if sick, etc.), disadvantages of online classes (e.g., not feasible for clinical classes and lab works, lack of social interactions, lack of group study, long screen time, lack of after-class peer discussion, lack of engagement, etc.), and also scopes of improvements (e.g., technological training for staff, recorded classes, technological orientation for students, more engaging contents, online support, more interactive lessons, short duration of the class, break after 30–45 min, and also teachers training for online facilitation, etc.). In Bangladesh, the online teaching–learning method is not a regular practice. Most of the institutions were forced to adopt this method on very short notice because of the COVID-19 pandemic lockdown. Online education in a clinical subject such as dentistry requires a special training program, online content preparation, and interactive lesson delivery setup, which are big challenges for a resource-constrained medical education setup. The focus group discussion unveiled some key issues which indicated that there are many scopes for improvement in online teaching methods. With the help of the medical education department and through faculty development, the online learning sessions can be made attractive as well as beneficiary for the key stakeholders.

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Challenges and Opportunities for Dental Education from COVID-19

Cited by 7 publications

References 68 publications

Perception of Remote Learning by Fixed Prosthodontic Students at a Romanian Faculty of Dentistry

Perception of Remote Learning by Fixed Prosthodontic Students at a Romanian Faculty of Dentistry

Challenges and Opportunities of Virtual Education from the Perspective of Dentistry Students during COVID-19 Pandemic: A Cross-Sectional Study

Student Perception of Online Teaching in Undergraduate Dental Education in Bangladesh: A Qualitative Study

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