Rapid transition to distance learning due to COVID-19: Perceptions of postgraduate dental learners and instructors

Abstract

The outbreak of Coronavirus disease 2019(COVID-19) necessitated an abrupt transition from on campus, face-to-face sessions to online, distance learning in higher education institutions. The purpose of this study was to investigate the perceptions of postgraduate dental learners and instructors about the transition to distance learning, including the changes to the learning and teaching and its efficaciousness. A convergent mixed methods approach to research was utilized. All the instructors and postgraduate learners in a dental college were invited to participate in an online survey. Quantitative data was analyzed using descriptive and inferential analyses on SPSS for Windows version 25.0, and for the responses to the open-ended questions, multi-staged thematic analysis was utilized. Both groups of stakeholders: learners and instructors, were satisfied with the rapid transition to distance learning due to COVID-19. Instructors were significantly more satisfied than the learners. The stakeholders adapted well to the change. The perception of the stakeholders regarding the case-based scenarios significantly influenced their level of satisfaction. As perceived by the stakeholders, the transition to distance learning entailed advantages and challenges. Going through the experience enabled the stakeholders to develop informed opinions of how best to sustain learning and teaching irrespective of how matters unfold in relation to the pandemic. In conclusion, the worldwide dental education community faced unprecedented challenges due to the onset of COVID-19. From a macro perspective, decision-makers must not miss out on the valuable opportunities, inherent in the experience, to reinforce curriculums, and maximize learning and teaching.

COVID-19 and a Call to Adapt Dental Education

“…However, the Taiwanese dental schools did delay the start to their new semester by 2 weeks (6). In response to government directives dental schools in the United Arab Emirates (UAE) also moved all their didactic courses to online distanced learning (26).…”

“…Similar to some U.S. dental schools, UAE dental schools employed online learning systems to post-course content, prerecorded lectures, conduct exams, organize discussions, and post-grades (26). Video conferencing technology such as Microsoft teams was used for live class presentations by instructors and students.…”

“…Video conferencing technology such as Microsoft teams was used for live class presentations by instructors and students. Instructors also underwent virtual training sessions by IT support teams for the transition to distance learning (26). The IT support teams assigned technical support staff to all the instructors (26).…”

“…UAE dental schools also conducted exams with webcam monitoring by faculty in addition to lockdown browsers that blocked students from opening other applications during the exam (26). Some dental schools in Europe have also moved to online teaching by utilizing online pedagogical software tools, video streaming, online materials, and virtual meetings (7,9,11).…”

“…Clinical education for dental schools in these countries experienced similar changes. In the early stages of the pandemic dental schools in Australia, Cambodia, Hong Kong, Japan, Malaysia, Philippines, Switzerland, Thailand, USA, and Pakistan suspended all clinical activities (6,25,26). The exception was again Taiwan due to their success controlling the COVID-19 pandemic spread (6).…”