Effective teaching methodologies for dentistry during covid-19 pandemic – A review

Karemore, Tapasya; Karemore, Vaibhav

doi:10.18231/j.jeths.2020.021

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…Karemore and Karemore [26] explain the R2D2 model's use in dentistry. In this study, the impact of COVID-19 on the digital transformation of the education sector is explored.…”

Section: Discussionmentioning

confidence: 99%

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Responding to the COVID-19 Pandemic with the R2D2 Teaching Model: An Organising Aid for Online Higher Education Learners

Mubayrik

Al-Mutairi

2022

Education Research International

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During the COVID-19 pandemic, many papers have focused on remote learning and how to promote effective learning. The current research emphasises the applications of the R2D2 teaching model for online learning in higher education. R2D2 represents read, reflect, display, and do. This paper investigates the implementation of the R2D2 teaching model in higher education. The model’s characteristics, application in higher education, and use in diversity education are discussed. The detailed literature review of studies of the R2D2 teaching model shows that the approach has a positive impact on online teaching. Specifically, the R2D2 teaching model allows learners to interact with each other. The paper’s limitations and recommendations are presented in the conclusion.

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“…Karemore and Karemore [26] explain the R2D2 model's use in dentistry. In this study, the impact of COVID-19 on the digital transformation of the education sector is explored.…”

Section: Discussionmentioning

confidence: 99%

“…It is argued that technology in education is only beneficial if it enhances the experiences of educators or learners in some way. However, it is not intended to replace what can be accomplished [26]. Mehmood et al [27] proposed that tR2D2 model is inefficient in terms of data collection methods.…”

Section: Online Learning and R2d2mentioning

confidence: 99%

Responding to the COVID-19 Pandemic with the R2D2 Teaching Model: An Organising Aid for Online Higher Education Learners

Mubayrik

Al-Mutairi

2022

Education Research International

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“…Hu et al, (2019) proposed combining the ipped approach with PBL as a better alternative to the typical lecture-based classroom. Flexibility, personalization (the opportunity to take up time on areas they don't grasp), and active learning are all advantages of a ipped classroom (Karemore & Karemore, 2021). It aids in the development of improved learning skills, participation, and individual student achievement (Ramaswamy et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Different Teaching Methods to Enhance Dental Students' Knowledge and Restorative Cement Manipulation Skills

Varughese,

et al. 2024

Preprint

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Introduction:The present study sought to evaluate the effectiveness of flipped learning and smart class compared to the traditional teaching method in two arenas of learning: acquisition of theoretical knowledge and practical skill in manipulating dental cement. Methods:60 first-year undergraduate dental students were divided into three study groups and exposed to three teaching methods namely Traditional Teaching (TT), Smart Class (SC), and Flipped Learning (FL) of three different dental restorative cement. Each teaching method was followed by an evaluation of the ‘knowledge assessment score’, a live demonstration of the cement manipulation, and the participants ‘skill assessment score’. The scores obtained were analyzed using a one-way ANOVA test for statistical significance. Results: The ‘knowledge assessment score’ was significantly high in the FL group (p-value - 0.001), however, there was no significant difference between SC and TT groups (p-value - 1.0). The ‘skill assessment score’ in FL and SC groups was significantly higher (p-value 0.001), yet there was no significant difference between FL and SC groups (p-value 0.798). Discussion: Of the three teaching methods assessed, flipped learning proved to be more effective in the knowledge acquired and clinical competence demonstrated when compared to other techniques in dental education.

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“…To maximize the benefits of implementing online learning methods in its curriculum and to fulfill the demands of globalization, much efforts have been undertaken at institutional level. [ 9 ] As an indirect way to support students’ achievement in online learning, there is a need to assess and support technological access available to the students as well as their skills regarding online technology, communication, and time management. In the present scenario, all the lectures are being conducted on online platforms and study materials are made available and assignments are conducted through various online tools.…”

Section: Introductionmentioning

confidence: 99%

Students’ preparedness and perception toward online learning in dental education – A cross-sectional study

Kalghatgi,

Khairnar,

Dalvi

et al. 2023

National Journal of Maxillofacial Surgery

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Background: Amid the health risk posed by coronavirus disease 2019 pandemic, all the educational institutions in India have adopted online teaching as a method of imparting education. Thus, the current study was executed to evaluate the perception and preparedness of dental students toward online learning in dental education. Materials and Methods: The present cross-sectional study was conducted on 286 dental undergraduate (UG) and postgraduate (PG) students employing a pretested questionnaire. The questionnaire focused on technological access, computer and online skills, and motivational skills to use e-learning for educational purpose. The response scale for each domain was classified into low readiness level (mean value = 1–<3), acceptable/moderate readiness level (mean value = 3–<4), and high readiness level (mean value = 4–5). Results: The results showed a high level of computer (4.02 ± 0.73) and online skills (4.05 ± 0.70) and acceptable levels of technology access (3.62 ± 0.73) and motivational level (3.61 ± 0.82). There was a significant difference in computer (P = 0.017) and online skills (P = 0.044) among UG and PG students, with PG students reporting better soft skills. Majority of the students reported participating in online workshops (68.2%) and examinations (76.6%). Around 55.2% of the students reported a positive impact and 8% reported a very positive impact of online methods on their learning. Conclusion: Students showed a high level of readiness toward e-learning methods along with some difficulties faced during e-learning.

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Effective teaching methodologies for dentistry during covid-19 pandemic – A review

Cited by 5 publications

References 5 publications

Responding to the COVID-19 Pandemic with the R2D2 Teaching Model: An Organising Aid for Online Higher Education Learners

Responding to the COVID-19 Pandemic with the R2D2 Teaching Model: An Organising Aid for Online Higher Education Learners

Effectiveness of Different Teaching Methods to Enhance Dental Students' Knowledge and Restorative Cement Manipulation Skills

Students’ preparedness and perception toward online learning in dental education – A cross-sectional study

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