When e‐learning takes centre stage amid COVID‐19: Dental educators' perspectives and their future impacts

Abstract

Introduction The COVID‐19 pandemic has necessitated an unprecedented shift from face‐to‐face teaching to e‐learning. Previous surveys revealed the negative impact of COVID‐19 on dental education and the physical and psychological well‐being of dental students. This qualitative study aimed to investigate the perspectives of dental educators towards e‐learning during the pandemic and the impact of this experience on their future adoption of e‐learning. Materials and Methods Semi‐structured interviews with dental educators from the National University of Singapore were conducted over Zoom. Audio recordings were transcribed verbatim and subjected to thematic analysis. Data saturation was reached. Consolidated criteria for reporting qualitative research (COREQ) was followed. Results Fifteen out of 22 (68%) eligible dental educators were interviewed. Educators had minimal prior e‐learning experience. They encountered difficulties in engaging students, assessing students' understanding and adapting their teaching. A practical challenge was to ensure the well‐rounded training of competent dentists with adequate patient‐interaction skills through e‐learning. Self‐motivation of the audience, class size, type of teaching and complexity of the material were perceived as factors influencing the suitability of the e‐learning format. Educators reported an increased confidence after this emergency e‐learning experience. Some considered sustaining or expanding e‐learning in their future teaching practice and highlighted the need for continued investment and institutional support, training on the pedagogy of e‐learning modalities and curriculum redesign to accommodate blended learning approaches. Conclusions Although the shift to e‐learning during the COVID‐19 pandemic presented a myriad of challenges, dental educators gained experience and confidence which may accelerate the pace of future e‐learning adoption and innovation.

FLOWER: An Approach for Enhancing E-Learning Experience Amid COVID-19

“…The same study [ 14 ] found that, although e-learning amid COVID-19 is satisfactory, conventional learning is more appropriate for clinics and laboratories among medial students. Educators agreed that, despite the challenges they face with e-learning during COVID-19 in engaging students and assessing their academic performance, they will integrate e-learning in their future education [ 15 ]. Toquero [ 16 ] called for innovative strategies to enhance the learning experience among students in these critical times.…”

Effect of Post-COVID Face-to-Face learning Mode on Endodontic Students’ Satisfaction and Exam Performance Compared to Hybrid Learning Mode during the pandemic; a Single-centre Retrospective Study.

“…E-learning also offers ease of access to information with wider variety and greater quantity, optimising the learning process. Studies have shown that e-learning modalities are used widely by students outside of their formal curricula and by health professionals for continuing professional education, indicating that they appreciate this mode of learning (Dyrek et al, 2022, Escobar et al, 2022, Goh et al, 2022, Grundgeiger et al, 2022, Hulke et al, 2022. E-learning is also designed to accommodate student needs with reduced costs of labour, fast delivery, scalability, and consistency of teaching in the face of limited availability of instructors.…”

“…Error rates tend to increase with more complex practical procedures (Balasubramaniam et al, 2018, Barakat et al, 2022, Bastos et al, 2022, Bock et al, 2021. Since University education provides only theoretical and practical skills, major innovations such as the introduction of endodontic tooth models like, 3-d printed plastic acrylic models and the incorporation of media into teaching have advanced dental education (Connolly, 2022, Dyrek et al, 2022, Escobar et al, 2022, Goh et al, 2022, Grundgeiger et al, 2022, Hulke et al, 2022. Studies assessing these teaching styles suggest many bene ts, but e-learning in isolation has limitations compared to F2F and/or hybrid teaching methods (Maqbool et al, 2022, Martinez-Melo et al, 2022, Mladenovic et al, 2022.…”

The effect of instructional methods on dental students’ performance in a preclinical endodontic course: A comparative ambispective cohort study

“…Since simulation‐based education and practical motor‐skill training are imperative for dental education, the obligatory shift in teaching modalities from traditional to online learning was a critical challenge for dental educators and students alike 4 . The shift was abrupt without prior training and preparation, and immediate adaptation to the new situation was essential.…”