Dental Students’ Attitudes and Perspectives regarding Online Learning during the COVID-19 Pandemic: a Cross-sectional, Multi-university Study

Vražić, Domagoj; Musić, Larisa; Barbarić, Marina; Badovinac, Ana; Plančak, Laura; Puhar, Ivan

doi:10.15644/asc56/4/6

Cited by 2 publications

(2 citation statements)

References 15 publications

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“…Several studies conducted within the realm of online learning in the dental institution setting suggest that active online learning, such as the ICCBT framework, is not only applicable to students but also a viable method of educational delivery. 24 , 25 When paired with easily accessible and interactive online supplemental materials during remote sessions, students perhaps perceive increased effectiveness, leading to a preference for the virtual tutorial sessions. 26 …”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, it is crucial to acknowledge that online learning cannot fully replace in-person learning in laboratory, preclinical, and clinical contexts where manual dexterity skills are required. 25 Therefore, online learning should be considered in the context of case-based learning, but further study is needed to understand how it fits holistically in the puzzle when considering other imperative areas of dental education. Table 3 c depicts suggestions made about virtual versus in-person ICCBT sessions, with feedback that implies some combination of formats that strikes a balance between student engagement and session flexibility being ideal.…”

Section: Discussionmentioning

confidence: 99%

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Students’ perceptions of virtual interactive clinical case-based learning: A comparative study with three different cohorts

Nasseri,

Zhou,

et al. 2024

Journal of Dental Sciences

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Students’ perceptions of virtual interactive clinical case-based learning: A comparative study with three different cohorts

Nasseri,

Zhou,

et al. 2024

Journal of Dental Sciences

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Contemporary educational methods in periodontology

Preshaw,

Ramseier,

Loos

et al. 2024

J Clinic Periodontology

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AimThe 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID‐19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face‐to‐face (F2F) teaching and the move to student‐centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels.Materials and MethodsSystematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated.ResultsThe pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student‐centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms.ConclusionsLive F2F teaching continues to be highly trusted; however, all types of student‐centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment.

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Dental Students’ Attitudes and Perspectives regarding Online Learning during the COVID-19 Pandemic: a Cross-sectional, Multi-university Study

Cited by 2 publications

References 15 publications

Students’ perceptions of virtual interactive clinical case-based learning: A comparative study with three different cohorts

Students’ perceptions of virtual interactive clinical case-based learning: A comparative study with three different cohorts

Contemporary educational methods in periodontology

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