Virtual learning object: An asynchronous solution for virtual learning in dentistry post COVID‐19

Gálvez, Denisse Aguilar; Noal, Fernanda Coradini; Araujo, Fernando Borba de; Arriola-Guillén, Luis Ernesto

doi:10.1002/jdd.12439

Cited by 12 publications

(28 citation statements)

References 5 publications

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“…The 16 included studies were published in three different types of journals: dental sciences, 13,14 multidisciplinary scientific publications, 15,16 , and educational publications 17–28 . The studies were conducted in nine different countries: Brazil, 15 Canada, 28 China, 16 Costa Rica, 13 France, 17 Nepal, 14 Peru, 18 Serbia, 24 and the United States 19–23,25–27 . Fifteen studies were published in English and one in Portuguese 15 .…”

Section: Resultsmentioning

confidence: 99%

“…Thirteen studies 13,14,16–22,24–26 presented moderate methodological quality while three studies 15,23,28 showed high methodological quality.…”

Section: Resultsmentioning

confidence: 99%

“…Six studies reported the development of a new learning technology and its exclusive use 13,16,18,19,21,28 . Six articles described the use of commercially available platforms 14,15,20,23,25,26 while four studies combined new developed tools with preexistent technology 17,22,24,27 .…”

Section: Resultsmentioning

confidence: 99%

“…In addition to general dentistry, specific theoretical themes were addressed: oral histology, 15 oral histopathology, 16 dental caries diagnosis, 18 dentistry, 21 traumatic dental injuries, 24 geriatric and special needs dentistry, 26 and pediatric dentistry 20,28 …”

Section: Resultsmentioning

confidence: 99%

“…While seven studies described exclusively synchronous activities, 14,17,20–23,28 four articles reported asynchronous learning 16,18,24,26 . Both modalities were presented in four studies 13,15,19,27 .…”

Section: Resultsmentioning

confidence: 99%

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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: Resultsmentioning

confidence: 99%

“…Thirteen studies 13,14,16–22,24–26 presented moderate methodological quality while three studies 15,23,28 showed high methodological quality.…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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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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Dental education practices during COVID‐19: A scoping review

Kerkstra

Rustagi

Grimshaw

et al. 2022

Journal of Dental Education

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Introduction Dental education was brought to a halt with the emergence of coronavirus disease (COVID‐19). Traditional dental education comprised students working closely with instructors in a clinical laboratory setting; however, public health precautions necessitated a shift to a virtual learning platform. A scoping review of dental education practices since the start of the pandemic will help to understand approaches instructors have taken to provide dental education during this unprecedented time and suggest future applications of virtual learning in dental education. Methods We performed an exhaustive scoping literature search of primary peer‐reviewed intervention articles published between December 2019 and April 2021 using the following databases: Academic Search Premier, Cochrane Library, Embase, ERIC, LitCovid, MedEdPortal, MedRxiv, Medline, Scopus, and Web of Science. The selection process included two independent reviewers through each phase of review. Articles were categorized and analyzed by domain. Results A total of 629 articles were identified; after titles and abstracts were reviewed, 66 articles were selected for full‐text review. Following full‐text review, 41 articles met eligibility criteria and comprised our study sample. Articles were arranged within domains of assessment, instruction, instructional technology, and software. The advantages to online dental education included improved accessibility, willingness to accept new assessment techniques, and lower anxiety levels. Barriers included problems with technology, classroom time management, lack of student interaction, and absence of hands‐on training. Conclusion Evidence suggests emerging best practices in dental education during COVID‐19, and recommendations for the future of virtual and distance learning in dental education.

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Repurposing lectures and reviews into educational blogs

Padilla

Botros

2022

Journal of Dental Education

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Virtual learning object: An asynchronous solution for virtual learning in dentistry post COVID‐19

Cited by 12 publications

References 5 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 education practices during COVID‐19: A scoping review

Repurposing lectures and reviews into educational blogs

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