Comparison of in‐person and remote pediatric dentistry lectures before and during the COVID‐19 pandemic

Nelson, Travis; Nelson, Grace; Rothen, Marilynn; Kim, Amy

doi:10.1002/jdd.12532

Cited by 4 publications

(8 citation statements)

References 5 publications

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“…Thirteen of the 41 articles were primarily related to instruction. 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 Four articles were dedicated to the flipped classroom approach 22 , 23 , 24 , 31 ; five articles were generally grouped for multi‐faceted online instruction formatting and delivery; 21 , 25 , 27 , 28 , 33 and four articles focused on the return to in‐person clinical and general dental education. 26 , 29 , 30 , 32 …”

Section: Resultsmentioning

confidence: 99%

“…Regarding multifaceted online instruction formatting and delivery, online modules were created to deliver public health courses in rapid oral health deterioration and early childhood oral health training. 21 , 27 , 28 Tan et al. shifted instruction and demonstration of oral hygiene instruction with dental hygiene students to a fully virtual platform using manikin heads with real‐time feedback from instructors.…”

Section: Resultsmentioning

confidence: 99%

“… 25 Yet, technical challenges were encountered such as difficulty interacting with students who did not have their cameras on. 28 …”

Section: Resultsmentioning

confidence: 99%

“…Thirteen of the 41 articles were primarily related to instruction. [21][22][23][24][25][26][27][28][29][30][31][32][33] Four articles were dedicated to the flipped classroom approach [22][23][24]31 ; five articles were generally grouped for multi-faceted online instruction formatting and delivery; 21,25,27,28,33 and four articles focused on the return to in-person clinical and general dental education. 26,29,30,32 Flipped classrooms replaced traditional in-class lecture with individual or group discussion-based activities to support online prerecorded lectures.…”

Section: Instructionmentioning

confidence: 99%

“…24 Regarding multifaceted online instruction formatting and delivery, online modules were created to deliver public health courses in rapid oral health deterioration and early childhood oral health training. 21,27,28 of assessment: open-ended questions, multiple choice questions, and "fill in the blank" questions.…”

Section: Instructionmentioning

confidence: 99%

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Dental education practices during COVID‐19: A scoping review

Kerkstra

Rustagi

Grimshaw

et al. 2022

Journal of Dental Education

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Introduction Dental education was brought to a halt with the emergence of coronavirus disease (COVID‐19). Traditional dental education comprised students working closely with instructors in a clinical laboratory setting; however, public health precautions necessitated a shift to a virtual learning platform. A scoping review of dental education practices since the start of the pandemic will help to understand approaches instructors have taken to provide dental education during this unprecedented time and suggest future applications of virtual learning in dental education. Methods We performed an exhaustive scoping literature search of primary peer‐reviewed intervention articles published between December 2019 and April 2021 using the following databases: Academic Search Premier, Cochrane Library, Embase, ERIC, LitCovid, MedEdPortal, MedRxiv, Medline, Scopus, and Web of Science. The selection process included two independent reviewers through each phase of review. Articles were categorized and analyzed by domain. Results A total of 629 articles were identified; after titles and abstracts were reviewed, 66 articles were selected for full‐text review. Following full‐text review, 41 articles met eligibility criteria and comprised our study sample. Articles were arranged within domains of assessment, instruction, instructional technology, and software. The advantages to online dental education included improved accessibility, willingness to accept new assessment techniques, and lower anxiety levels. Barriers included problems with technology, classroom time management, lack of student interaction, and absence of hands‐on training. Conclusion Evidence suggests emerging best practices in dental education during COVID‐19, and recommendations for the future of virtual and distance learning in dental education.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“… 25 Yet, technical challenges were encountered such as difficulty interacting with students who did not have their cameras on. 28 …”

Section: Resultsmentioning

confidence: 99%

Section: Instructionmentioning

confidence: 99%

Section: Instructionmentioning

confidence: 99%

See 3 more Smart Citations

Dental education practices during COVID‐19: A scoping review

Kerkstra

Rustagi

Grimshaw

et al. 2022

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

Comparison of in‐person and remote pediatric dentistry lectures before and during the COVID‐19 pandemic

Nelson

Rothen

et al. 2021

Journal of Dental Education

View full text Add to dashboard Cite

The perspective of undergraduate dental students on web-based learning in pediatric dentistry during the COVID-19 pandemic: a Korean multicenter cross-sectional survey

et al. 2021

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Background The COVID-19 pandemic changed the world and created a shift in the dental education program. This sudden change in the dental education program may have affected the academic standards of dental students. This study aimed to evaluate the overall satisfaction and effectiveness of online learning in pediatric dentistry of undergraduate dental students’ during the COVID-19 pandemic in South Korea. Methods An anonymous online survey was sent to three dental schools, and responses were collected from dental school students. Questions included the demographics, perspectives of online classes, comparison of online and offline pediatric dentistry classes and opinions on how dental schools are handling the pandemic. Students’ perspectives on online classes were evaluated based on satisfaction with online education. Data were analyzed using the Kruskal-Wallis test and the Mann-Whitney U test. Results Most students took online classes from home (80.9%) using Zoom (50.4%). The majority reported overall program satisfaction (74.1%) and agreed that universities implemented online classes well (55%). Students who were in favor of online classes responded more positively to questions on the effectiveness and safety of online learning (p < 0.05). Regardless of satisfaction with online education, the students agreed that the online education shift was the right decision in pandemic outbreak. Conclusions Dental students in South Korea preferred and adapted well to the web-based learning program in pediatric dentistry during COVID-19 pandemic.

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Comparison of in‐person and remote pediatric dentistry lectures before and during the COVID‐19 pandemic

Cited by 4 publications

References 5 publications

Dental education practices during COVID‐19: A scoping review

Dental education practices during COVID‐19: A scoping review

Comparison of in‐person and remote pediatric dentistry lectures before and during the COVID‐19 pandemic

The perspective of undergraduate dental students on web-based learning in pediatric dentistry during the COVID-19 pandemic: a Korean multicenter cross-sectional survey

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