Real‐time measurement for effectiveness of novel educational endeavors during the COVID‐19 pandemic

Patterson, Kimberly; Ritwik, Priyanshi; Kerins, Carolyn A.; Adewumi, Abimbola O.

doi:10.1002/jdd.12363

Cited by 10 publications

(19 citation statements)

References 2 publications

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“…The 16 included studies were published in three different types of journals: dental sciences, 13,14 multidisciplinary scientific publications, 15,16 , and educational publications 17–28 . The studies were conducted in nine different countries: Brazil, 15 Canada, 28 China, 16 Costa Rica, 13 France, 17 Nepal, 14 Peru, 18 Serbia, 24 and the United States 19–23,25–27 . Fifteen studies were published in English and one in Portuguese 15 .…”

Section: Resultsmentioning

confidence: 99%

“…Thirteen studies 13,14,16–22,24–26 presented moderate methodological quality while three studies 15,23,28 showed high methodological quality.…”

Section: Resultsmentioning

confidence: 99%

“…Six studies reported the development of a new learning technology and its exclusive use 13,16,18,19,21,28 . Six articles described the use of commercially available platforms 14,15,20,23,25,26 while four studies combined new developed tools with preexistent technology 17,22,24,27 . Most of the adopted technologies had both computer and mobile phone interfaces.…”

Section: Resultsmentioning

confidence: 99%

“…In addition to general dentistry, specific theoretical themes were addressed: oral histology, 15 oral histopathology, 16 dental caries diagnosis, 18 dentistry, 21 traumatic dental injuries, 24 geriatric and special needs dentistry, 26 and pediatric dentistry 20,28 …”

Section: Resultsmentioning

confidence: 99%

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

Santos

Silva

Leite

et al. 2021

Journal of Dental Education

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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.

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Section: Resultsmentioning

confidence: 99%

“…Thirteen studies 13,14,16–22,24–26 presented moderate methodological quality while three studies 15,23,28 showed high methodological quality.…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

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

Santos

Silva

Leite

et al. 2021

Journal of Dental Education

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“…2 With this shift, education was limited to virtual methods, which previously had not been widely used or accessible in dentistry, nor investigated for utility or efficacy across backgrounds and levels of education. 3 While the options for providing information were decreased, the importance of providing high-quality material was greater than ever. 4 Although virtual learning presented significant challenges to all educators, the abrupt shift to this modality also posed opportunities, including the development and dissemination of online materials relating to dental education and the chance for faculty to obtain additional experience and knowledge of these previously unconventional methods.…”

Section: The Covid-19 Pandemic's Impact On Dental Educationmentioning

confidence: 99%

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

Hangorsky

Sollecito

et al. 2020

Journal of Dental Education

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The coronavirus disease 2019 (COVID‐19) pandemic presented unprecedented challenges and interruptions to education at all levels. As many across the world were required to stay at home, virtual educational resources were developed and relied upon to provide all levels and subjects of instruction. Introduction to Dental Medicine, a massive open online course in dentistry, experienced an increase in enrollment during the start of the pandemic and learners displayed a positive reception to the information provided. Introduction to Dental Medicine was particularly well positioned as a resource during the pandemic given its availability, established nature, and the wide accessibility of course material. As disruptions to normal activities continue, this and other virtual educational methods may continue to play a central role in education and exposure to dentistry.

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