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

Abstract

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.

Evaluation of dental education during the pandemic of COVID‐19—Results from an online survey among dental students

“…On the other side, there seems to be a certain established level of appreciation among students for the role of online learning, especially when it comes to theoretical and non‐clinical content. Similarly, studies assessing students' experience with online learning reflect an overall established positive opinion 10,12 with large portion of students expecting it to play a significant role in future dental education 10 …”

“…The results of this study should be seen in the light of the limitations, mainly the inherent differences in the sample at different universities, but also in the fact that the study could not objectively assess the system, methods and content of the online education as it was offered in the different universities. Inevitably, the online teaching depended predominantly on teaching perspectives and digital literacy in each faculty, as well as experience and attitudes of teachers and students and the technical capacity of each dental school 12 . Furthermore, each university also employed its own polices with regard to the support of the students’ emotional and mental well‐being during the pandemic.…”

“…Similarly, studies assessing students' experience with online learning reflect an overall established positive opinion 10,12 with large portion of students expecting it to play a significant role in future dental education. 10 Even so however, the focus of the great majority of the students was in securing the best conditions for resuming and completing their dental education, which they believed should require an increase of the hours of clinical exposure and if necessary an adaptation of the requirements for completion.…”

“…Inevitably, the online teaching depended predominantly on teaching perspectives and digital literacy in each faculty, as well as experience and attitudes of teachers and students and the technical capacity of each dental school. 12 Furthermore, each university also employed its own polices with regard to the support of the students' emotional and mental well-being during the pandemic. It is also true that several studies assessing the impact of the pandemic have emerged in the last year, albeit not proportionally as many focused in Dentistry.…”

“…It is also true that several studies assessing the impact of the pandemic have emerged in the last year, albeit not proportionally as many focused in Dentistry. Studies have typically assessed students' reported experience with online learning, 12,13,14 educators well-being and experience 15 and the efficiency of online assessment. [16][17][18] Nevertheless, some aspects are underrepresented in current literature, such as the changes in students' perceptions of workload, while other such as the role of engaging students in emergency care are only examined in this study to the best of our knowledge.…”