Lessons learned from the disruption of dental training of Malaysian students studying in Egypt during the Arab spring

Simon, Sibu Sajjan; Ramachandra, Srinivas Sulugodu; Abdullah, Datuk Dr Fawzia; Islam, Nurul; Kalyan, CG

doi:10.4103/1357-6283.188753

Cited by 2 publications

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“…14 This resulted in the closure of dental schools and many Malaysian dental students who were studying there were called back by their government. 15 These students upon their return faced problems like safe return, the difference in the curriculum, high tuition costs, and credit transfer. 15…”

Section: Disruption Of Dental Education and Training During The Arab Springmentioning

confidence: 99%

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COVID-19 outbreak, disruption of dental education, and the role of teledentistry

Farooq¹,

Ali²,

Moheet³

et al. 2020

Pak J Med Sci

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The novel coronavirus disease 2019 (COVID-19) has affected the whole world and has now been declared a Pandemic by the World Health Organization (WHO). Although the mortality rate of this virus is low, it is especially potent against people with underlying systemic conditions. Dentistry is a profession where the doctor, as well as the dental staff, works in close vicinity to the patient’s mouth. Dental education has two core components; didactic and clinical training (including patient care). Dental education has been interrupted in the past due to certain events (Arab Spring and SARS outbreak). Currently, the pandemic of COVID-19 has disrupted dental education globally as most of the dental schools and universities in the world have closed amidst the COVID-19 outbreak. Teledentistry is a subspecialty of telemedicine that helps in the provision of educational activities, advice, and diagnosis about treatment over a distance with the help of technology like video conferencing. The current overview summarizes the potential role of teledentistry in continuing the dental educational process in terms of delivery of didactic components, clinical training, and patient care. It can be concluded that with modern updated devices and tools, teledentistry can be an effective way to prevent disruption of dental education and it can be utilized in continuing the dental educational process in this critical time of the COVID-19 outbreak. doi: https://doi.org/10.12669/pjms.36.7.3125 How to cite this:Farooq I, Ali S, Moheet IA, AlHumaid J. COVID-19 outbreak, disruption of dental education, and the role of teledentistry. Pak J Med Sci. 2020;36(7):---------. doi: https://doi.org/10.12669/pjms.36.7.3125 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Section: Disruption Of Dental Education and Training During The Arab Springmentioning

confidence: 99%

“…15 These students upon their return faced problems like safe return, the difference in the curriculum, high tuition costs, and credit transfer. 15…”

Section: Disruption Of Dental Education and Training During The Arab Springmentioning

confidence: 99%

COVID-19 outbreak, disruption of dental education, and the role of teledentistry

Farooq¹,

Ali²,

Moheet³

et al. 2020

Pak J Med Sci

View full text Add to dashboard Cite

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“…The direction of dental education and changes in dental schools' curricula emerged from research by dental practitioners, professional organizations and the academic community ( 1 ). It has been recognized that dental students, as active participants in educational process, should be central to changes in dental curricula and learning environment improvements ( 2 , 3 ). Undergraduate dental students are required to acquire specific competences and knowledge in the 4-6 years period of their training.…”

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confidence: 99%

Self Assessment of Dental students’ Perception of Learning Environment in Croatia, India and Nepal

Batra¹,

Malčić

Shah

et al. 2018

Acta Stomatol Croat

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AimThe aim of this study was to assess dental students' perception of different learning environment in India, Nepal and Croatia.MethodsThe study was conducted during a period of academic year 2016/17. A total of 849 dental students participated in the study. There were 188 respondents from Croatia, 373 from India, and 288 from Nepal. Non-responders were not followed up. The Dental Student Learning Environment Survey (DSLES) was used which consisted of 55 items subdivided into seven scales. The scales measured the following perceptions: Flexibility, ‘Student-to-Student Interactions, Emotional Climate, Supportiveness, Meaningful Experience, Organization and Breadth of Interest. Statistical analysis of the data utilised the Kolmogorov Smirnov test. The Kruskal-Wallis “non-parametric ANOVA” was also used to test the differences between the countries. A post hoc analysis was performed using Ranks tables and the Median test.ResultsThe response rate was 26.9%. Significant differences between the countries were found for all DSLES variables (Kruskal-Wallis, p<0.01). The Median test also showed significant differences between the countries for all DSLES variables (p<0.01). The scales with the highest mean values were ‘Student-to-student interactions’ in India and Nepal, and the ‘Emotional Climate’ in Croatia.ConclusionsStudents in Croatia rated their school only with grades excellent and good, while their colleagues in India and Nepal were more critical. Despite the different settings in three countries, ‘Flexibility’ was identified as the area of weakness in all three educational systems.

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Lessons learned from the disruption of dental training of Malaysian students studying in Egypt during the Arab spring

Cited by 2 publications

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COVID-19 outbreak, disruption of dental education, and the role of teledentistry

COVID-19 outbreak, disruption of dental education, and the role of teledentistry

Self Assessment of Dental students’ Perception of Learning Environment in Croatia, India and Nepal

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