Impact of COVID‐19 on dental education in Europe: The students' perspective

Coughlan, James; Timuș, Daniela; Crnić, Tin; Srdoč, Dora; Halton, Ciara; Dragan, Irina F

doi:10.1111/eje.12736

Cited by 22 publications

(34 citation statements)

References 14 publications

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“…This ensured that they could stay in contact and not suffer from total isolation. These findings are also supported by a recent study made in different dental schools in the European region [ 47 ]. In addition to this, given the potential for psychological problems among students and academic staff induced by personal, social, emotional and academic situations [ 6 , 12 , 33 , 46 , 48 , 49 ], the Grigore T. Popa University of Medicine and Pharmacy Iasi offered guidance and emotional support on its online platform, via professional counseling sessions [ 33 , 50 , 51 ].…”

Section: Discussionsupporting

confidence: 88%

Perception of Remote Learning by Fixed Prosthodontic Students at a Romanian Faculty of Dentistry

Țănculescu

Apostu

Doloca

et al. 2023

IJERPH

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The COVID-19 pandemic has forced the transfer of traditional on-site educational activities to the online environment. This study aimed to evaluate the perception and acceptance of remote learning among fixed prosthodontic students attending the Faculty of Dental Medicine of “Grigore T. Popa” University of Medicine and Pharmacy in Iasi, Romania, and to analyze the feedback regarding their experience with the new online methods, the perceived quality thereof and suggestions for improvement. An observational cross-sectional, online study based on 22 questions was conducted with 259 students. The general opinion of online education was good or very good (40.15%); regarding its efficiency, 28.57% found it efficient while 34.36% found it inefficient or very inefficient; regarding the pleasure of learning online, 45.95% of students enjoyed online learning, while 36.64% did not enjoy it. The problem that was most cited by respondents was that of keeping all students motivated and involved (65.6%). Sixty-two percent of the respondents believe that online dental education should not exist, or just to a small extent, a result justified by the practical nature of the profession. The general opinion was that health risks should be managed and mitigated by using a hybrid system that would allow students to do on-site clinical training with direct contact with patients.

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Section: Discussionsupporting

confidence: 88%

Perception of Remote Learning by Fixed Prosthodontic Students at a Romanian Faculty of Dentistry

Țănculescu

Apostu

Doloca

et al. 2023

IJERPH

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“…This was consistent with Agius et al [ 20 ], who showed that female dental students experienced more concerns about exam changes and loss of manual skills than the male students during the pandemic. Other studies point out the loss of manual skills as the most prominent stressor among dental students [ 20 , 34 ]. Furthermore, exam-related stress is also among the biggest stressors under normal circumstances [ 4 ].…”

Section: Discussionmentioning

confidence: 99%

Dental Students’ Experiences during the COVID-19 Pandemic—A Cross-Sectional Study from Norway

Løset

Lægreid

Rodakowska

2022

IJERPH

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The purpose of this cross-sectional study was to map dental students’ experience of the study situation throughout the pandemic. All clinical dental students (year 3 to 5) at the Faculty of Medicine, Department of Clinical Dentistry (IKO), University of Bergen (UiB), Norway, were invited. Participation was anonymous and voluntary, and the response rate was 63%. Questions regarding stress-related factors were divided into three categories. In the category «Stressors/learning», a statistically significant difference was observed between both the genders (p = 0.001) and years of study (p = 0.028). Statistically significant differences between the genders were also observed in the category «Stressors/infection» (p = 0.008). Women were significantly more stressed due to lack of clinical skills (p = 0.048), not receiving as good theoretical teaching as before the pandemic (p = 0.016), and uncertain issues around the exams (p = 0.000). Fourth year students were significantly more stressed due to lack of clinical skills (p = 0.012), for not passing the clinic/skills courses due to lack of study progression (p = 0.005), and worries about not being a good enough dentist after graduation (p = 0.002). In conclusion, the pandemic had a major impact on dental students. The most prominent stressors in relation to the study situation were experienced by students from the fourth year and female students. Clinical and theoretical learning outcomes among students were regarded as worse than before the pandemic. The students preferred in presence lectures, but experienced digital asynchronous video lectures as a good alternative. The pandemic negatively affected the students’ social life. Dental schools should be aware that students have been exposed to increased distress and burden through the pandemic and should provide support for those in need.

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“…However, the described platforms in many cases cannot replace full-time teaching, especially when it comes to teaching medicine, dentistry, etc. Vaccination partially helped to restart full-time learning, but a virtual environment was also used [4][5][6][7][8][9][10]. In addition, a study [7] focusing on the online dental education form stated that up to 50% of respondents (n = 435) spent less time in education and 30% (n = 265) of them spent more time.…”

Section: Introductionmentioning

confidence: 99%

“…Vaccination partially helped to restart full-time learning, but a virtual environment was also used [4][5][6][7][8][9][10]. In addition, a study [7] focusing on the online dental education form stated that up to 50% of respondents (n = 435) spent less time in education and 30% (n = 265) of them spent more time. Satisfaction with teaching also brought differences of opinion regarding remote learning, where 44% (n = 382) of respondents were satisfied and 31% (n = 279) of respondents were not satisfied with the current learning form.…”

Section: Introductionmentioning

confidence: 99%

Remote IoT Education Laboratory for Microcontrollers Based on the STM32 Chips

Jacko

Beres

Kovacova

et al. 2022

Sensors

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The article describes the implementation of IoT technology in the teaching of microprocessor technology. The method presented in the article combines the reality and virtualization of the microprocessor technology laboratory. A created IoT monitoring device monitors the students’ microcontroller pins and sends the data to the server to which the teacher is connected via the control application. The teacher has the opportunity to monitor the development of tasks and student code of the program, where the functionality of these tasks can be verified. Thanks to the IoT remote laboratory implementation, students’ tasks during the lesson were improved. As many as 53% (n = 8) of those students who could improve their results achieved an improvement of one or up to two tasks during class. Before the IoT remote laboratory application, up to 30% (n = 6) of students could not solve any task and only 25% (n = 5) solved two tasks (full number of tasks) during the class. Before implementation, 45% (n = 9) solved one problem. After applying the IoT remote laboratory, these numbers increased significantly and up to 50% (n = 10) of students solved the full number of tasks. In contrast, only 10% (n = 2) of students did not solve any task.

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Impact of COVID‐19 on dental education in Europe: The students' perspective

Cited by 22 publications

References 14 publications

Perception of Remote Learning by Fixed Prosthodontic Students at a Romanian Faculty of Dentistry

Perception of Remote Learning by Fixed Prosthodontic Students at a Romanian Faculty of Dentistry

Dental Students’ Experiences during the COVID-19 Pandemic—A Cross-Sectional Study from Norway

Remote IoT Education Laboratory for Microcontrollers Based on the STM32 Chips

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