Maxillofacial education in the time of COVID-19: the West Midlands experience

Elledge, Ross; Williams, Ruth; Fowell, C.; Green, J.

doi:10.1016/j.bjoms.2020.07.030

Cited by 18 publications

(21 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The 16 included studies justified the COVID‐19 transformation to partially or totally online courses to allow learners to continue learning, faculty to stay engaged in their activities, and the dental school community to remain connected and supportive of each other throughout a quarantine period 21 . ERT has threatened conventional training opportunities but introduced some others, accelerating the reliance and significance of technology for health education 29–31 . Reported problems included faculty members’ limited knowledge of technology, availability and strength of learners’ Internet connection, and transition of some topics to the online version.…”

Section: Discussionmentioning

confidence: 99%

“…Perceived limitations of the virtual learning strategy were the loss of collegiality and networking. In addition to difficult interactions with trainers in an “artificial” encounter where communication may be personally challenging, technical glitches and the inability to cover all disciplines are all points that need to be taken into account in planning the future dental educational experiences 30 . According to the virtualization feasibility of the dental disciplines, one included study showed that only 26% of the dental courses could be totally virtualized with no content changes, while 32% were unfeasible 13 …”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The scope of dental education during COVID‐19 pandemic: A systematic review

Santos

Silva

Leite

et al. 2021

Journal of Dental Education

View full text Add to dashboard Cite

Introduction COVID‐19 forced e‐learning processes to develop abruptly and posed challenges to the educational infrastructure. Emergency Remote Teaching was designated to distinguish the new educational scheme. This concept involves production of online activities that may return to face‐to‐face format as soon as the isolation period ends. Objective From March through September of 2020, this systematic review attempted to elucidate experiences, benefits, and challenges enforced in dental education due to the pandemic, the learning technologies, and methods used to maintain education. Methods A literature search was conducted on Cochrane, Embase, Lilacs, Livivo, PubMed, Scopus, and Web of Science databases. Gray literature was also contemplated. Studies in which online teaching methods were described and dental learners were the subjects during pandemic were included. Results Learning technology, pedagogical model, knowledge gain, and dental learners’ satisfaction and attitudes toward remote learning were assessed. The Joanna Briggs Institute JBI Critical Appraisal Checklist for Case Reports was applied as the methodological quality assessment to the 16 included studies. Assessments were related to demographic and historical characteristics of the participants, the intervention procedure, pre‐ and post‐intervention descriptions, and identification of unanticipated events. All studies described the use of learning technology to ensure education continuity, and 15 studies highlighted the pedagogical model applied. Eight studies investigated knowledge gain while 12 searched the learners’ satisfaction with online technologies. Conclusion The evidence suggests that learning technologies can support continuity in dental education. Reported problems include poor knowledge of faculty members on how to deal with technology, Internet connection, and content transition to online education.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The scope of dental education during COVID‐19 pandemic: A systematic review

Santos

Silva

Leite

et al. 2021

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…Of note, we observed that the participants preferred communication through emails compared to the WhatsApp ® group. However, as there were no previous studies with similar findings; this new finding might be due to the perception among the surveyed participants that emails are still being viewed as a more official way of communication in comparison to WhatsApp ® [18]. Moreover, some studies have shown that students who had prior exposure to online education were more satisfied with the e-OSCE than those who had not undergone such an experience before.…”

Section: Discussionmentioning

confidence: 71%

Medical Faculty’s and Students’ Perceptions toward Pediatric Electronic OSCE during the COVID-19 Pandemic in Saudi Arabia

et al. 2021

View full text Add to dashboard Cite

Background: The educational process in different medical schools has been negatively affected by the COVID-19 pandemic worldwide. As a part of the Saudi government’s attempts to contain the spread of the virus, schools’ and universities’ educational activities and face-to-face lectures have been modified to virtual classrooms. The purpose of this study was to explore the perceptions of the faculty and the students of an electronic objective structured clinical examination (E-OSCE) activity that took place during the COVID-19 pandemic in the oldest medical school in Saudi Arabia. Methods: An e-OSCE style examination was designed for the final-year medical students by the pediatrics department, College of Medicine at King Saud University in Riyadh, Saudi Arabia. The examination was administered by Zoom™ video conferencing where both students and faculty participated through their laptop or desktop computers. In order to explore the students’ and the faculty’s perceptions about this experience, a newly designed 13-item online questionnaire was administered at the end of the e-OSCE. Results: Out of 136 participants (23 faculty and 112 students), 73 respondents (e.g., 54% response rate) filled out the questionnaire. Most of the respondents (69.8%) were very comfortable with this new virtual experience. Most participants (53.4%) preferred the e-OSCE compared to the classic face-to-face clinical OSCE during the pandemic. Regarding the e-OSCE assessment student tool, 46.6% reported that it is similar to the classic face-to-face OSCE; however, 38.4% felt it was worse. Conclusions: The e-OSCE can be a very effective alternative to the classic face-to-face OSCE due to the current circumstances that still pose a significant risk of infection transmission. Future studies should examine different virtual strategies to ensure effective OSCE delivery from the perspective of both faculty and students.

show abstract

“…A number of studies (including ours 3 ) have demonstrated the value of remote consultation in healthcare. [4] , [5] , [6] , [7] Despite the clear benefits and viability of remote consultations during the first lockdown, it is surprising to find that remote consultation was poorly utilised by hospital trusts during the second lockdown. As the pandemic has progressed, patients as well as clinicians may have become more comfortable with face to face meetings as Personal Protection Equipment (PPE) became readily available.…”

Section: Discussionmentioning

confidence: 99%