Participation in an existing massive open online course in dentistry during the COVID‐19 pandemic

Hangorsky, Uri; Wu, Chia-Wei; Sollecito, Thomas P.; Stoopler, Eric T.

doi:10.1002/jdd.12496

Cited by 11 publications

(11 citation statements)

References 10 publications

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“…Pal and Vanijja thrashed out the issues of implementing online learning platforms (generic or in-house), augmented reality and educational simulation programmes during the pandemic [ 10 ]. One study presented positive experiences and best practices related to internet-based education [ 11 ]. Another critically reflected on specific teaching methods, curricula, educational courses and training programmes designed for internet-based education during the pandemic [ 12 ].…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Coronian Education: Perceptions of Educational Changes during the COVID-19 Pandemic in Arab Countries

Lily

Alhazmi

2022

IJERPH

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This article tackles the question: To what domains did education go when it left school buildings due to the coronavirus pandemic? To answer this question, 1184 observations of online activity, 1132 observations of face-to-face activity, 118 focus groups and 1110 individual interviews were undertaken. In addition, 1290 witticisms were collected, utilising humour to inform research. Data analysis reveals the relocation of education to three domains: the domestic, digital and political. Its relocation to the domestic domain has meant increased familial responsibility, fuelling domestic tensions and conflicting with home-based distractions. Its relocation to the digital domain has involved reduced physical interaction, rituality, social merit, mobility and student health. Its relocation to the political domain has given rise to issues of participation and reshaped the power, institutional fabrication and societal support of education. The conclusion introduces the concept of “coronian education”—a hybrid of the domestic, digital and political domains. Whereas pre-coronian education was limited to a single domain, the school, coronian education is fragmented across three domains. Although coronian education research is feasible in the digital and political domains, it is challenging to conduct such research in the domestic domain, as an enquiry into domesticity entails invading the private spaces of homes.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Coronian Education: Perceptions of Educational Changes during the COVID-19 Pandemic in Arab Countries

Lily

Alhazmi

2022

IJERPH

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“…In the time when all face-to-face contacts such as training programs have been reduced and dental schools stopped their face-to-face, practical and clinical training under supervision [ 62 – 64 ] and only emergency treatments are provided in very few cases [ 59 ], it is believed that e-learning can probably be as effective as holding classes traditionally [ 62 , 65 , 66 ].…”

Section: Opportunities Solutions and Knowledge In Dental Education After Facing Covid-19 Challengesmentioning

confidence: 99%

Impact of COVID-19 on dental education- a scoping review

et al. 2021

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Background A new corona virus called COVID-19 and its epidemic has affected health care systems in many ways. There have also been significant changes in dental education. The present study summarizes the findings about dental education resulting from a scoping review of COVID-19 and dentistry. Methods First, a comprehensive search of five databases (Google Scholar, Medline through PubMed, Embase, Scopus, and Cochrane Central) was conducted with the keywords: COVID-19 and its equivalent terms, dentistry, education, oral, students, curriculum, and academics. Articles related to oral health and COVID-19 were searched. Then articles on the subject of dental education were screened and reviewed. Results Of the 1389 articles investigating COVID-19 and dentistry, 135 articles were related to dental education and its relationship with COVID-19. The most articles in this field were from the United States, India, and Saudi Arabia. Most of the articles were cross-sectional and then review articles. Based on the review the articles were divided into two main categories of changes and concerns, and opportunities and solutions. Moreover, the following themes were extracted: teaching-learning quality and methods, study career and how students are prepared, infection control policies, theses, exams and assessments, financial and economic security, students and staff’s mental health, school’s policies and curricula, knowledge of students and staff about COVID-19. Conclusions Dental education now faces big challenges, some of which have never been experienced before. On the other hand, the epidemic has created opportunities for dental education as well. Most of these challenges and opportunities are the same around the world, and the findings of the present study can be a good help to overcome the challenges ahead as well as a good reference to find the right questions to be answered in future studies.

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“…In light of national COVID-19 infection-control recommendations, dental faculties had to suspend in-person instruction, and teaching activity was conducted online. Some researchers who focused on online dental education pointed out the rapid change adopted by dental faculties in many countries, such as the USA [ 6 , 7 , 8 , 9 ], Germany [ 10 ], Italy [ 11 ], China [ 12 , 13 ], Chile [ 14 ], Brazil [ 8 , 15 , 16 ], Pakistan [ 17 ], Nepal [ 18 , 19 ], Indonesia [ 20 ], India [ 21 , 22 ], Jordan [ 23 ], Romania [ 24 , 25 , 26 ], Portugal [ 27 , 28 ], Cyprus [ 29 ], Australia [ 8 , 30 ], and Spain [ 31 ]. During the first year of the pandemic, the academic research teams additionally wanted to identify the differences between countries in what aspects of dental education were disrupted.…”

Section: Introductionmentioning

confidence: 99%

Impact of COVID-19 Pandemic on Academic Activity and Health Status among Romanian Medical Dentistry Students; A Cross-Sectional Study

Iurcov

Pop

Iorga

2021

IJERPH

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During the first year of the COVID-19 pandemic, dental faculties had to rethink their way of teaching and interacting with students and of delivering solid theoretical knowledge and practical skills to students. Background: The purpose of the study was to assess dentistry students’ opinions about the online activity, together with a self-evaluation of their mental and physical health, during the first wave of the pandemic. Methods: A cross-sectional study was conducted using an online survey. Three hundred and three students, enrolled across all six years of study, were included in the research. Socio-demographic and academic data were collected, along with a self-evaluation of physical and mental status. Some items investigated students’ opinions about distance learning and the impact of that online activity on their achievement. The answers were rated using a five-item Likert-like scale. Data were analyzed using SPSS (v.24). Results: statistical analyses showed that more than 20% of the students strongly agreed with the statement that they felt more anxious and depressed during the first months of the pandemic, and more than 30% were totally satisfied with their relationships with their family members. One-fifth of the respondents declared that they were totally dissatisfied with the relationships with their colleagues and friends. Overall, 50.60% of the students attended the courses/labs in their entirety when they were connected online. Two-thirds of the respondents considered that their practical training was affected due to the online activity, and that not all of the subjects could be taught online. More than half of the respondents agreed that the most objective evaluation method is that of the multiple-choice exams administered at school, and considered that exclusively utilizing online assessments of students encourages unethical behaviors. Age, involvement in online activity, and active participation using video cameras were strongly correlated with satisfaction with academic results. Conclusions: The results of the present study showed that online activity was a good alternative for dentistry students during the pandemic restrictions. The positive aspects, together with the negative consequences, of distance learning should also be taken into consideration by university teachers and academic institutions to improve teaching experiences and to ensure a solid professional formation for dentistry students.

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Participation in an existing massive open online course in dentistry during the COVID‐19 pandemic

Cited by 11 publications

References 10 publications

Coronian Education: Perceptions of Educational Changes during the COVID-19 Pandemic in Arab Countries

Coronian Education: Perceptions of Educational Changes during the COVID-19 Pandemic in Arab Countries

Impact of COVID-19 on dental education- a scoping review

Impact of COVID-19 Pandemic on Academic Activity and Health Status among Romanian Medical Dentistry Students; A Cross-Sectional Study

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