COVID‐19: The immediate response of european academic dental institutions and future implications for dental education

Quinn, Barry Francis Arthur; Field, James; Gorter, Ronald C.; Akota, Ilze; Manzanares-Céspedes, María Cristina; Paganelli, Corrado; Davies, Julia R.; Dixon, J. M.; Géczi, Gábor; Mendes, Rui Amaral; Hahn, Petra; Vital, Sibylle; O’Brien, Judith A.; Murphy, Denis J.; Tubert‐Jeannin, Stéphanie

doi:10.1111/eje.12542

Cited by 208 publications

(321 citation statements)

References 12 publications

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“…It is well comprehended that dental education can not be carried on the same way as medical education. The reason of this difference is that the dental students requires adequate physical setting and psychomotor skills, even since in the academic years, and that could not be replaced by distance learning strategy as being conducted during the pandemic [ 2 ].…”

Section: Discussionmentioning

confidence: 99%

“…The infection control and physical distancing measures are crucial to prevent the virus from further spreading and to help control the pandemic situation. The policy of compulsory physical distancing has been implemented in many countries including in Indonesia [ 2 , 3 ], resulting in nationwide school and university closures. In accordance with this policy, dental academic institutions are compelled to make appropriate and timely modification in order to continue to deliver education and to sustain the continuation of student academic progress.…”

Section: Introductionmentioning

confidence: 99%

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Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia

et al. 2020

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Background The COVID-19 pandemic has become a global health issue and has had a major impact on education. Consequently, half way through the second semester of the academic year 2019/2020, learning methods were delivered through distance learning (DL). We aimed to evaluate the student perspective of DL compared to classroom learning (CL) in the undergraduate dentistry study program at the Faculty of Dentistry Universitas Indonesia. Methods An online questionnaire was sent at the end of the semester. A total of 301 students participated in the study. Results Duration of study influenced student preference. Higher number of first-year students preferred DL compared to their seniors (p < 0.001). Students preferred CL for group discussion, as DL resulted in more difficult communication and gave less learning satisfaction. Only 44.2% students preferred DL over CL, although they agreed that DL gave a more efficient learning method (52.6%), it provided more time to study (87.9%) and to review study materials (87.3%). Challenges during DL included external factors such as unstable internet connection, extra financial burden for the internet quota and internal factors such as time management and difficulty to focus while learning online for a longer period of time. Conclusion Despite some challenges, dental students could adapt to the new learning methods of full DL and the majorities agreed blended learning that combined classroom and distance learning can be implemented henceforth. This current COVID-19 pandemic, changes not only the utilization of technology in education but the pedagogy strategies in the future.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia

et al. 2020

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“…Manual dexterity and ne motor skills are skills that must be achieved by dental students and it is di cult to replace experience with patients with e-learning strategies [22,24]. Most dental schools in the US have suspended clinical activity [6] and most European dental schools were considering postponing evaluation of clinical competency examinations and extending the programme dates rather than reduce the clinical requirements [9]. An important area moving forward would be the online use of dental simulation but it is a challenge in terms of resources [25] and expense [24] and also training pre-clinically on manikins is very di cult as the units are not portable to be used from home [24].…”

Section: Discussionmentioning

confidence: 99%

“…Undergraduate students were involved in only non-clinical activities. Non-clinical teaching was moved to online mode [9]. Brazilian and Australian experiences have also been reported.…”

Section: Introductionmentioning

confidence: 99%

Rapid transition to online teaching during COVID 19: Students’ and Teachers’ Perceptions in a Pioneer Caribbean Dental School

Rafeek

Harnarayan

et al. 2020

Preprint

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Background: The sudden advent of the COVID pandemic resulted in the closure of schools and universities in Trinidad, limiting face to face interactions and removing dental students from the clinical environment in The University of the West Indies. The dental school was challenged to complete the final year teaching with a rapid transition to online teaching. This study examined students’ and teachers’ perceptions of the effectiveness of emergency remote online teaching.Method: An online cross-sectional survey was administered on the perception of the online learning environment and challenges experienced and effectiveness of strategies used. Overall thirty-three dental students and eleven clinical academic teachers participated. The questionnaire was emailed to the participants for data collection and they responded by using a Likert scale. Reliability of the questionnaire was determined. Chi-squared (χ2) tests were applied for determining the perceptions of students and teachers towards online teaching. Frequencies and percentages were also computed.Result: Cronbach’s alpha of the students’ and teachers’ questionnaire was calculated at 0.838 and 0.801 respectively. The majority of students (60.6% - 89.5%) perceived that online teaching strategies, have enhanced their clinical reasoning and critical thinking skills in clinical practice, felt motivated to learn, liked learning in their own space, at their own pace and found it easy to adapt. Nearly two-third students (63.6%) were happy to recommend continued use of online strategies. However, the majority (87.9%) perceived it to be somewhat or not effective at all in acquiring clinical skills. The challenges experienced were problems with connectivity to the internet (87.9%) while (48.5%) had experienced distraction during remote teaching. All χ2 values were found to be statistically signiﬁcant (either P<0.01 or P<0.05). The majority of teachers (72.7% - 92.9%) perceived that they created an enthusiastic online environment, effectively communicated with the students, engaged students in clinical reasoning and critical thinking and gave formative feedback. Teachers were equally divided on whether or not they prepared students to practice clinical skills.Conclusion: Students’ perceptions are similar to teachers’ perceptions in both are positive to the online teaching strategies but both groups reflected concerns over the acquisition of clinical skills.

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“…The infection control and physical distancing measures are crucial to prevent the virus from further spreading and to help control the pandemic situation. The policy of compulsory physical distancing has been implemented in many countries including in Indonesia [2,3], resulting in nationwide school and university closures. In accordance with this policy, dental academic institutions are compelled to make appropriate and timely modi cation in order to continue to deliver education and to sustain the continuation of student academic progress.…”

Section: Introductionmentioning

confidence: 99%

Student Perspective of Classroom and Distance Learning During COVID-19 Pandemic in the Undergraduate Dental Study Program Universitas Indonesia

Amir

Tanti

Maharani

et al. 2020

Preprint

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Background: The COVID-19 pandemic has become a global health issue and has had a major impact on education. Consequently, half way through the second semester of the academic year 2019/2020, learning methods were delivered through distance learning (DL). We aimed to evaluate the student perspective of DL compared to classroom learning (CL) in the undergraduate dentistry study program at the Faculty of Dentistry Universitas Indonesia. Methods: An online questionnaire was sent at the end of the semester. A total of 301 students participated in the study. Results: Duration of study influenced student preference. Higher number of first-year students preferred DL compared to their seniors ( p <0.001). Students preferred CL for group discussion, as DL resulted in more difficult communication and gave less learning satisfaction. Only 44.2% students preferred DL over CL, although they agreed that DL gave a more efficient learning method (52.6%), it provided more time to study (87.9%) and to review study materials (87.3%). Challenges during DL included external factors such as unstable internet connection, extra financial burden for the internet quota and internal factors such as time management and difficulty to focus while learning online for a longer period of time. Conclusion: Despite some challenges, dental students could adapt to the new learning methods of full DL and the majorities agreed blended learning that combined classroom and distance learning can be implemented henceforth. This current COVID-19 pandemic, changes not only the utilization of technology in education but the pedagogy strategies in the future.

show abstract

COVID‐19: The immediate response of european academic dental institutions and future implications for dental education

Abstract: The COVID-19 pandemic has had an immediate and dramatic impact on dental education.

Cited by 208 publications

References 12 publications

Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia

Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia

Rapid transition to online teaching during COVID 19: Students’ and Teachers’ Perceptions in a Pioneer Caribbean Dental School

Student Perspective of Classroom and Distance Learning During COVID-19 Pandemic in the Undergraduate Dental Study Program Universitas Indonesia

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