Impact of COVID-19 pandemic on dental academia. Students’ experience in online education and expectations for a predictable practice.

Hattar, Susan; AlHadidi, Abeer; Alraheam, Islam Abd; El-Ma'aita, Ahmad; Wahab, Fouad Kadim

doi:10.21203/rs.3.rs-54480/v1

Cited by 13 publications

(17 citation statements)

References 30 publications

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“…E‐learning, known as a kind of distance learning that uses electronic devices to promote learning, has multiple possibilities that can undoubtedly improve education 32,33 and growing evidence shows that it is as effective as traditional methods 34,35 . However, the sudden shift from traditional teaching methods did not allow sufficient time for adaptation.…”

Section: Discussionmentioning

confidence: 99%

The scope of dental education during COVID‐19 pandemic: A systematic review

Santos

Silva

Leite

et al. 2021

Journal of Dental Education

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Introduction COVID‐19 forced e‐learning processes to develop abruptly and posed challenges to the educational infrastructure. Emergency Remote Teaching was designated to distinguish the new educational scheme. This concept involves production of online activities that may return to face‐to‐face format as soon as the isolation period ends. Objective From March through September of 2020, this systematic review attempted to elucidate experiences, benefits, and challenges enforced in dental education due to the pandemic, the learning technologies, and methods used to maintain education. Methods A literature search was conducted on Cochrane, Embase, Lilacs, Livivo, PubMed, Scopus, and Web of Science databases. Gray literature was also contemplated. Studies in which online teaching methods were described and dental learners were the subjects during pandemic were included. Results Learning technology, pedagogical model, knowledge gain, and dental learners’ satisfaction and attitudes toward remote learning were assessed. The Joanna Briggs Institute JBI Critical Appraisal Checklist for Case Reports was applied as the methodological quality assessment to the 16 included studies. Assessments were related to demographic and historical characteristics of the participants, the intervention procedure, pre‐ and post‐intervention descriptions, and identification of unanticipated events. All studies described the use of learning technology to ensure education continuity, and 15 studies highlighted the pedagogical model applied. Eight studies investigated knowledge gain while 12 searched the learners’ satisfaction with online technologies. Conclusion The evidence suggests that learning technologies can support continuity in dental education. Reported problems include poor knowledge of faculty members on how to deal with technology, Internet connection, and content transition to online education.

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Section: Discussionmentioning

confidence: 99%

The scope of dental education during COVID‐19 pandemic: A systematic review

Santos

Silva

Leite

et al. 2021

Journal of Dental Education

View full text Add to dashboard Cite

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“…Due to the unexpected pandemic, clinics were abandoned and the conventional teaching patterns were suspended. Both dental students and educators are faced with a distance learning platform, which presents a challenge especially for teaching clinical skills [11]. Although their curricula have not been fully transformed, many researchers in dental schools support distance learning programs [5,[20][21][22].…”

Section: Discussionmentioning

confidence: 99%

“…This is in line with the findings of Asiry et al [5] who observed a fewer number of students (11.1% agree and 3.7% strongly agree) acceded replacing traditional lessons with online learning. Hattar et al [11] revealed that without statistically significant effect of gender, 67.1% of the students expressed a preference for online learning. In this study regardless of the gender or grade, the students believed that distance learning did not equate to face-to-face education.…”

Section: Discussionmentioning

confidence: 99%

“…Perceptions of blended distance learning was assessed by a web-based questionnaire (WBQ), developed by the researchers with the help of literature [5,11,15]. The WBQ was examined and determined as appropriate by two-field experts, a public health expert and a medical educator.…”

Section: Questionnairementioning

confidence: 99%

“…Coronaviruses have already caused two outbreaks -severe acute respiratory syndrome (SARS) and Middle East respiratory syndrome (MERS) -since 2002. Although there are articles about SARS [9] and MERS [10], their effects on medical education, limited studies on COVID-19, and its relationship with distance learning in undergraduate dentistry students were published [11][12][13][14]. Moreover, to the authors' knowledge, there have been only a few studies [13,14] conducted in Turkey so far.…”

Section: Introductionmentioning

confidence: 99%

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Dental students’ perceptions of distance learning in terms of various variables during a transition due to COVID-19

Recen¹,

Başer²,

Yıldırım³

2021

jos

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Introduction: Coronavirus disease was declared as pandemic on February 11, 2020, with high mortality rates. It has caused public health concerns and affected social lifestyle of people, healthcare systems, and educational system. Objectives: The aim of this cross-sectional study was to investigate students' perceptions of distance learning in pre-clinic (first-and second-year) classes. Material and methods: This study was conducted during the spring of 2020 on 125 pre-clinic dental students using a web-based questionnaire, with 40 close-ended and two open-ended questions developed based on existing literature about distance learning. Responses were analyzed using Kolmogorov-Smirnov test, independent t-test, χ 2 test, and Mann-Whitney U test. Results: No significant differences were observed among all the scales (p > 0.05). However, when the scales were evaluated according to gender and grade, the preference scale showed statistically significant difference in gender (p = 0.029). Most of the students (47.9% strongly agree and 60.9% agree) thought that distance learning was a supportive factor for traditional teaching methods. Quantitative analyses revealed that although many students perceived the positive features of distance learning, including accessibility and flexible time management, some suffered from inequality in accessing the Internet. Conclusions: These findings suggest that even though distance learning is a valuable and preferable method for theoretical lessons, it can only be a supportive factor for formal education, as dental clinic skill lessons require faceto-face education. Dental schools should consider an alternate plan with appropriate policies for future pandemics.

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Structures, processes and outcomes of objective structured clinical examinations in dental education during the COVID‐19 pandemic: A scoping review

Salawu¹,

Stewart

Daud

2022

Eur J Dental Education

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Introduction Objective structured clinical examinations (OSCEs) are an essential examination tool within undergraduate dental education. Fear of spread of the COVID‐19 virus led to dental institutions exploring alternative means of conducting OSCEs. The aim of this scoping review was to investigate what structures, processes and outcomes of dental OSCEs were reported during the COVID‐19 pandemic. Materials and Methods This scoping review was conducted and reported adhering to the Preferred Reporting Items for Systematic Reviews and Meta‐analyses extension for scoping review guidelines (PRISMA‐ScR). Published literature was identified through a systematic search of PubMed, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (Eric), ProQuest and Google Scholar. Identified articles were independently reviewed by two authors (KS, AD), followed by synthesis in terms of the reported structures, processes and outcomes. Articles reporting cancellation or rescheduling were also included, extracting data on reasons and any suggestions/recommendations. Results The search yielded a total of 290 studies of which 239 sources were excluded after removal of duplicates, leaving 51 studies for title and abstract evaluation. Thirty‐four articles were excluded as they did not report on the topic of interest, leaving 17 for full‐text evaluation, of which nine were analysed according to the pre‐set themes. All dental OSCEs taking place ( n = 6) were conducted online whilst the remaining ( n = 3) were either cancelled or rescheduled. Data on structures reported specific online videoconferencing software used and provision of staff and student training. Processes on the execution of online OSCEs varied significantly from one study to the other, providing rich data on how dental institutions may carry out such assessments tailored to their need. Information regarding outcomes was sparse, as little attention was paid to the results of the students compared to pre‐pandemic, lacking investigation into reliability and validity of online dental OSCEs. Conclusion Dental OSCEs could be conducted online implementing well‐planned structures and processes; however, further evidence is needed to prove its reliability and validity based on outcomes. Dental institutions may need to consider alternative methods to assess practical competencies if online OSCEs are to take place.

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Impact of COVID-19 pandemic on dental academia. Students’ experience in online education and expectations for a predictable practice.

Cited by 13 publications

References 30 publications

The scope of dental education during COVID‐19 pandemic: A systematic review

The scope of dental education during COVID‐19 pandemic: A systematic review

Dental students’ perceptions of distance learning in terms of various variables during a transition due to COVID-19

Structures, processes and outcomes of objective structured clinical examinations in dental education during the COVID‐19 pandemic: A scoping review

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