Impact of COVID‐19 on dental education in the United States

Iyer, Parvati; Aziz, K.; Ojcius, David M.

doi:10.1002/jdd.12163

Cited by 463 publications

(653 citation statements)

References 14 publications

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“…Researchers and institutions had to react quickly to close laboratories, by freezing samples, culling animal colonies, and moving conferences online [6][7][8]. Universities rapidly shifted course content online [9,10]. However, the initial focus of supporting principal investigators to close their laboratories and helping undergraduates transition to online learning left many graduate students and postdoctoral fellows feeling like afterthoughts in the early days of COVID-19.…”

Section: Introductionmentioning

confidence: 99%

When the Labs Closed: Graduate Students’ and Postdoctoral Fellows’ Experiences of Disrupted Research During the COVID-19 Pandemic

Suart

Graham

et al. 2020

Preprint

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Physical distancing measures in response to the COVID-19 pandemic resulted in widespread laboratory closures. This study aimed to examine the impact of this disruption on graduate students and postdoctoral fellows completing laboratory-based research in Canada. We used an anonymous online survey and semi-structured interviews to document the experiences of graduate students and postdoctoral fellows during laboratory closures and following the transition to working from home. We employed mixed-method analysis of survey and interview data to identify shared experiences, feelings, concerns, and supports.Respondents’ emotions reported from different points during the COVID-19 laboratory closures align with previously described Kübler-Ross model of grief following change. Respondents describe closure processes as chaotic and confusing, primarily due to inconsistent communication between graduate students, postdoctoral fellows, supervisors, and administration. Respondents reported increased anxiety during closures, however, those who experienced uniform laboratory closures also developed a sense of solidarity and safety while those with staggered shutdowns did not. Graduate students and postdoctoral fellows reported increased indications of distress while working from home. Four key barriers to working from home were described; technical issues, domestic distractions, decreased motivation, and poor mental health. Five key supports while working at home were also identified, including financial security, social connections, establishing and maintaining routines, mental health support, and support from supervisors and administration. Respondents had concerns of how COVID-19 might impact them, including decreasing competitiveness applicants while limiting future employment opportunities. Finally, we outline five types of supports which can be implemented by supervisors and administrators to support graduate students and postdoctoral fellows to return to the laboratory, including; personal protective equipment and protocols, understanding and empathy, guidance and direction, timeline support, and financial support. Overall, we document shared experiences of respondents during the COVID-19 laboratory shutdown and identify areas of improvement in the event widespread laboratory closures occur in the future.

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Section: Introductionmentioning

confidence: 99%

When the Labs Closed: Graduate Students’ and Postdoctoral Fellows’ Experiences of Disrupted Research During the COVID-19 Pandemic

Suart

Graham

et al. 2020

Preprint

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“…However, this strategy is the only feasible method to sample academics in the absence of a framework listing dental schools and academics worldwide. The low response rate from some countries is another limitation and may partly be explained by the psychologic impact of the lockdown enforced in most countries, the busy schedule of academics with online teaching duties (31), as well as the saturation occurring due to their exposure to multiple surveys about COVID-19 from different research teams. We addressed this low response rate by sending reminders, using personalized emails, and communicating with academics directly through in-country collaborators.…”

Section: Discussionmentioning

confidence: 99%

Knowledge of Dental Academics about the COVID-19 Pandemic: A Multi-Country Online Survey

Ammar

Aly

Foláyan

et al. 2020

Preprint

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Background: COVID-19 is a global pandemic affecting all aspects of life in all countries. We assessed COVID-19 knowledge and associated factors among dental academics in various countries. Method: We invited dental academics to participate in a cross-sectional, multi-country, online survey from March to April 2020. The survey assessed knowledge of COVID-19 regarding the mode of transmission, symptoms, diagnosis, treatment, protection, and dental treatment precautions as well as participants’ background variables. The analysis was based on multilevel linear models to assess the association between knowledge and factors at individual levels (personal and professional) and country-level (number of COVID-19 cases/ million population), accounting for random variation among countries. Results: Two thousand forty-five academics from 26 countries participated in the survey (response rate= 14.3%, with 54.7% female and 67% younger than 46 years of age). The mean (SD) knowledge percent score was 73.2% (11.2), and the knowledge of symptoms score was significantly lower than the diagnostic methods score (53.1% and 85.4%). Knowledge was significantly higher among those living with partner/spouse than those living alone (regression coefficient (B)= 0.48); those with PhD than those with BDS (B= 0.48), those seeing 21 to 30 patients daily than those seeing no patients (B= 0.65) and those from countries with a higher number of COVID-19 cases/million population (B= 0.0007). Conclusions: Dental academics had poorer knowledge of COVID-19 symptoms than diagnostic methods. Living arrangements, academic degrees, patient load, and magnitude of epidemic in the country were associated with COVD-19 knowledge among dental academics. COVID-19 training can be designed using these factors to target academics with the greatest need.

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“…Iyer et al 1 provide an interesting perspective on the impact of coronavirus disease 2019 (COVID-19) on dental education in the United States. Their observations can also be generalized to all oral medicine faculties around the world, where the epidemic has been the catalyst for profound changes in teaching approach.…”

mentioning

confidence: 99%

Impact of COVID‐19 on dental education: How could pre‐clinical training be done at home?

Galibourg

Maret

Monsarrat

et al. 2020

Journal of Dental Education

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Impact of COVID‐19 on dental education in the United States

Cited by 463 publications

References 14 publications

When the Labs Closed: Graduate Students’ and Postdoctoral Fellows’ Experiences of Disrupted Research During the COVID-19 Pandemic

When the Labs Closed: Graduate Students’ and Postdoctoral Fellows’ Experiences of Disrupted Research During the COVID-19 Pandemic

Knowledge of Dental Academics about the COVID-19 Pandemic: A Multi-Country Online Survey

Impact of COVID‐19 on dental education: How could pre‐clinical training be done at home?

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