Dental students' perceptions of an online learning

E-learning readiness among dental students and faculty: a comparative study before and after the COVID-19 pandemic

Background

The COVID-19 pandemic accelerated the global adoption of e-learning, even in institutions that had previous reservations. Nevertheless, the impact of this transformation on dental education remains unclear. This study aimed to assess the e-learning readiness of dental students and faculty before and after COVID-19. It also explored their post-pandemic e-learning preferences for dental education.

Methods

Cross-sectional surveys were conducted at King Abdulaziz University's Faculty of Dentistry (KAUFD) in Jeddah, Saudi Arabia both before and after COVID-19. Faculty and students from two distinct cohorts were recruited at two time points. Participants completed a detailed questionnaire on e-learning readiness across multiple domains. Statistical analysis was performed using R v 3.6.3. Descriptive and group comparisons were conducted using chi-squared test, unpaired t-test, and Spearman's correlation.

Results

1,057 responses (response rate = 99.8%) were analyzed: 2015 (n = 400) and 2021 (n = 657). Both faculty and students demonstrated significant improvements in e-learning readiness across all domains from 2015 to 2021. In 2021, faculty members scored significantly higher than students in almost all readiness domains, except for e-learning experience (p < 0.001 for all domains). After the pandemic, both groups preferred a blended learning model: 75% traditional and 25% online education. A significant increase in typing and editing training requests by faculty and students was observed in 2021. Students showed a decline in training needs for web and online tool usage.

Conclusion

The COVID-19 pandemic pushed the rapid adoption of e-learning in dental education. In this study, faculty showed greater e-learning readiness, but students voiced concerns about missed in-person interactions, social isolation, and screen fatigue. Further multi-institutional studies are required for more comprehensive insights.

Chiropractic students' perception of remote learning during the COVID-19 pandemic

OBJECTIVE

To investigate chiropractic students' preferences and perceptions of remote learning with a secondary aim of comparing individuals with and without learning challenges.

METHODS

Following the mandatory period of remote education, a 33-question, mixed-methods, anonymous online survey was distributed from March to September 2021 to a single-campus chiropractic student body with an estimated sample study population of N = 1375. Demographic variables, self-reported learning challenges, technology skills, and perceptions of remote and on-ground learning delivery modalities were gathered. Percentages, measures of central tendency, and chi-square tests were performed on the data.

RESULTS

There were 117 participants (8.5%), of whom 63.2% were female (n = 74) and 87.2% (n = 102) were aged 18-34 years. Self-identified learning challenges were present in 33.3% (n = 39) of participants, of whom 28 stated they had attention-deficit/hyperactivity disorder or attention-deficit disorder. More than 85.5% (n = 100) of participants agreed they were proficient with the necessary technology. For basic science classes with a lecture and lab component, 61.5% (n = 72) preferred on-ground labs and remote lectures. Participants agreed that remote lectures and on-ground labs were a good use of time (75.2% [n = 88] and 79.5% [n = 93], respectively). There was a significant χ2 between individuals with and without learning challenges for the perception of "stimulating and interesting" (p = .044) and "attention" (p = .001) for on-ground lectures.

CONCLUSION

Chiropractic students preferred remote and on-ground education differentially for labs and lectures. On-ground labs provided greater perceived educational benefits; perceived benefits of remote lecture courses were only modestly supported. Students with self-identified learning challenges presented with some differences related to perception of on-ground lectures.

Dental Students' Perceptions Towards E-learning in Comparison With Traditional Classroom Learning

INTRODUCTION

Electronic learning (e-learning) has evolved into a popular educational approach since the coronavirus disease 2019 (COVID-19) pandemic. While this represents an additional model for teaching, traditional classroom learning fosters the development of interpersonal skills and enables students to share and discuss specific topics. However, existing research on the comparison of both these modes of learning in the field of dental education is inadequate. This study aimed to evaluate the perceptions of dental students towards both electronic and classroom learning.

METHODS

A cross-sectional questionnaire-based survey was conducted between November 2022 and January 2023 among dental students in Saudi Arabia. Students were questioned on their comparative perceptions of e-learning and classroom learning before, during, and after the COVID-19 pandemic. Questionnaire responses, including demographic data, were collected and tabulated, using electronic data management software. The tabulated data were analyzed to provide descriptive statistics and compare electronic and classroom learning with demographic variables and previous experience with e-learning.

RESULTS

Most respondents reported possessing average information technology (IT) skills and prior experience with e-learning. Blackboard Learning Management System (LMS) (Reston, VA: Blackboard Inc.), Zoom (San Jose, CA: Zoom Video Communications Inc.), and Microsoft Teams (Redmond, WA: Microsoft Corporation) were the most commonly used and advantageous e-learning platforms. While the majority of participants found both methods acceptable for problem-based learning sessions and theoretical lectures, they reported e-learning to be less effective than classroom learning for clinical and practical sessions. Regarding e-learning as a preferred method over classroom learning, most responses were "neutral" or "uncertain." Comparing the mean ranks of the ordinal responses for the different teaching methodologies and the nominal responses for e-learning as the preferred method, no statistically significant interactions were observed for demographic characteristics, IT-skill levels, or prior experience with e-learning.

CONCLUSION

Although enhanced performance and learning capacity are enabled through e-learning, the advantages of personal interactions and the feasibility of practical and clinical dental sessions are achieved only through classroom learning.

Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students' Perspective

BACKGROUND

COVID-19's high transmissibility led to gathering restrictions where dental schools experienced disruptions due to restrictions on attending in-person lectures and limitations placed on applied preclinical and clinical activities. Students not only had to rapidly switch to digital technology-based learning (TB-learning) modules but also experienced high levels of social isolation and anxiety around virus transmission.

OBJECTIVE

This study aims to evaluate the preclinical students' perception of switching TB-learning modules amidst the COVID-19 pandemic, identifying which module parameters were associated with strong student outcomes.

METHODS

A web-based survey of 39 Likert scale questions was delivered to preclinical dental students (Western University) to evaluate students' perceptions concerning TB-learning, fear amidst the COVID-19 pandemic, and the impact on their preclinical training. A Spearman rank correlation coefficient was determined to estimate the relationship between 2 variables in isolation (P=.01). An ordinal regression analysis was performed on variables of interest to determine how module variables (typically within the instructor's control) influenced the student outcomes (P=.05).

RESULTS

The response rate was 30% (n=39). TB-learning was considered vital (34/39, 87.2%) as the students' education improved (18/39, 46.2%). However, 53.8% (n=21) of students showed increased difficulties in retaining, visualizing, or understanding the materials using TB-learning, and 64.1% (n=25) found it more difficult to concentrate than in in-person classes. In total, 79.5% (n=31) of students showed different levels of agreement about feeling fatigued from TB-learning. Through Spearman ρ correlation analysis, the quality of questions in quizzes (ρ=0.514; P<.001), relevant handouts (ρ=0.729; P<.001), and high-quality audiovisuals (ρ=0.585; P<.001) were positively correlated with students responding that the modules were useful to preclinical training. Similarly, good organization (ρ=0.512; P<.001), high-quality questions in quizzes (ρ=0.431; P=.01), and relevant handouts (ρ=0.551; P<.001) were positively correlated with web-based classes as an effective way to learn. In total, 91.6% (n=36) of the students agreed that COVID-19 was a dangerous disease, whereas 53.8% (n=21) showed different levels of agreement that they were afraid to be infected personally, and 69.2% (n=27) feared passing COVID-19 along to family and friends. A total of 82.1% (n=32) of the students showed that COVID-19 impacted their overall learning process and had a negative impact on their practical preclinical training (31/39, 79.5%).

CONCLUSIONS

The students found a difference between TB-learning and face-to-face learning methods, where the students perceived fatigue toward the web-based method with difficulty concentrating and visualizing the subject. Moreover, there was a consensus that COVID-19 itself affected the students' overall learning process and preclinical training. As dental schools continue implementing TB-learning into their curriculum, this investigation identifies the students' struggles with the paradigm shift. In an effort to improve TB-learning, this work highlights 4 variables (organization, quizzes, quality handouts, and quality audiovisuals) within the control of instructors that can help improve content deliverance, improving the students' experience.

Knowledge, attitude, and perception of dental undergraduates towards mobile and digital learning methods in India: A cross-sectional study

BACKGROUND

Internet-based education is having few advantages since it increases an emphasis on the education system based on problems by incorporation of both visual as well as interactive tools. Also, some contributions to practical skills can be made using pictorial as well as video-based knowledge. The present study aimed to assess the knowledge, attitude, and perception of dental undergraduates towards mobile and digital learning methods in India.

MATERIALS AND METHODS

This was a cross-sectional questionnaire-based study conducted after obtaining Institutional Ethical Review Board permission. Before commencing the study, the purpose of the study was explained to the study participants and written informed consent was obtained. About 200 undergraduate students of dentistry in a single institution were selected as a convenient sample. Information obtained from responses was entered into an Excel sheet (Microsoft Corporation) and was further analyzed. Data collection was done for a period of one month. Statistical analysis: Obtained data were recorded and subjected to statistical analysis by use of statistical SPSS software (version 20.0, IBM). Descriptive statistical data were recorded as frequencies or percentages. Chi-square statistical test was used for the assessment of responses obtained from dental undergraduate students. The level of significance was fixed at a probability of <0.05.

RESULTS AND OBSERVATIONS

On statistically analyzing, 99% of students were found to possess knowledge regarding the use of mobile phones for digital education. A good statistical correlation was obtained between attitude and perception regarding accessing digital learning using mobile phones.

CONCLUSION

In the present study, good knowledge, attitude, and perception regarding the use of digital learning using phones were found among Indian dental undergraduates.

Students' preparedness and perception toward online learning in dental education - A cross-sectional study

Background

Amid the health risk posed by coronavirus disease 2019 pandemic, all the educational institutions in India have adopted online teaching as a method of imparting education. Thus, the current study was executed to evaluate the perception and preparedness of dental students toward online learning in dental education.

Materials and Methods

The present cross-sectional study was conducted on 286 dental undergraduate (UG) and postgraduate (PG) students employing a pretested questionnaire. The questionnaire focused on technological access, computer and online skills, and motivational skills to use e-learning for educational purpose. The response scale for each domain was classified into low readiness level (mean value = 1-<3), acceptable/moderate readiness level (mean value = 3-<4), and high readiness level (mean value = 4-5).

Results

The results showed a high level of computer (4.02 ± 0.73) and online skills (4.05 ± 0.70) and acceptable levels of technology access (3.62 ± 0.73) and motivational level (3.61 ± 0.82). There was a significant difference in computer (P = 0.017) and online skills (P = 0.044) among UG and PG students, with PG students reporting better soft skills. Majority of the students reported participating in online workshops (68.2%) and examinations (76.6%). Around 55.2% of the students reported a positive impact and 8% reported a very positive impact of online methods on their learning.

Conclusion

Students showed a high level of readiness toward e-learning methods along with some difficulties faced during e-learning.

The relationship between nursing students' readiness and attitudes for E-learning: The mediating role of self leadership: An online survey (comparative study)

BACKGROUND

To meet the learning demands of new generation students, higher education institutions should apply relevant breakthroughs in science, technology, and education to update their educational policies or teaching techniques. Aim To investigate the relationship between nursing students' readiness and attitudes toward e-learning, as well as the role of self‑leadership in mediating this relationship.

METHODS

This is a descriptive comparative research. A total of 410 students consented to participate after being recruited from two nursing colleges at Alexandria and Damanhur Universities in Egypt and completing self-administered, online surveys.

RESULTS

The majority of the participants (83.3 % and 76.9 %, respectively) were female from Alexandria and Damanhur University, and their mean self‑leadership scores were 3.89.49 at Alexandria and 3.65.40 at Damanhur University. According to the SEM, self‑leadership accounted for 74 % of the variance in students' attitudes and 87 % of the variance in students' readiness for e-learning.

CONCLUSION

Self‑leadership is an important predictor of students' attitudes and readiness for e-learning. The study's implications: Self‑leadership allows students to accept responsibility for themselves, and the idea that one can be accountable for guiding oneself through life is thrilling, especially in today's environment.

The Dental Educational Environment of Online and Blended Learning during COVID-19, and the Impact on the Future of Dental Education

Blending face-to-face and online learning should create a focused environment that supports deep and meaningful teaching and learning that engages learners in a more active and collaborative educational experience. The present study aimed to evaluate students' online and blended learning educational environment self-perception at the Faculty of Dentistry, Kuwait University, during the COVID-19 pandemic.

METHODS

Undergraduate dental students who participated in blended learning with online lectures were invited to participate. The sample was a non-probability convenient sample, which included all clinical dental students invited to participate, who were enrolled in the fifth, sixth, and seventh (clinical year) years. All 69 students in these three clinical years were invited to participate. Electronic consent to participate and a self-administered questionnaire of two parts were completed. Part one of the questionnaire utilized the five subscales of the Dundee Ready Educational Environment Measure (DREEM) questionnaire; part two was developed in addition to evaluate the online teaching and learning subscales.

RESULTS

Descriptive statistics and analyses of variance were performed; Pearson correlations were made between the additional supplemental online teaching subscale and the original DREEM subscales. The mean students' perception of the teacher was high, followed by the academic self-perception and then the learning perception. Students' social self-perceptions had the lowest reported scores. Students' perceptions varied by year of education in all subscales except for the online domain. In comparing all domains (DREEM and the online component), graduating students (final year) had a more favorable perception than other students.

CONCLUSIONS

Within the limitations of the present study, online and blended learning were positively perceived, excluding the social self-perception and the perception that the online teaching time was not well used.

Pharmacy student perceptions of remote learning and wellness during the pandemic: Lessons learned from a metropolitan commuter city

INTRODUCTION

The purpose of this study was to assess pharmacy student perceptions of remote learning experiences and personal well-being during the COVID-19 pandemic in a metropolitan commuter city.

METHODS

A survey was developed and sent to pharmacy students from the three pharmacy colleges in New York City in January 2021. The survey domains consisted of demographics, personal well-being, classroom experiences, and pandemic and post-pandemic preferred learning modalities and reasons.

RESULTS

From a total of 1354 students from professional years one, two, and three across the three colleges, completed responses were received from 268 students (20% response rate). More than half of the respondents (55.6%) reported a negative impact of the pandemic on their well-being. More than half of the respondents (58.6%) reported more time to study. When students were asked their preferred mode of pharmacy education delivery during the pandemic and post-pandemic, a quarter (24.5%) preferred remote learning for all courses during the pandemic, and only a quarter (26.8%) preferred traditional classrooms for all courses post-pandemic. Approximately 60% of the respondents preferred some type of remote learning post-pandemic.

CONCLUSIONS

Pharmacy student learning has been and continues to be impacted by the COVID-19 pandemic, especially for pharmacy students in New York City. This study sheds light on the remote learning experiences and preferences of pharmacy students in a commuter city. Future studies could assess pharmacy student learning experiences and preferences after return to campus.

Perceptions towards online learning among medical students during the COVID-19 pandemic

Social distancing has been essential during the COVID-19 pandemic to slow the spread of the disease. Online learning ensures students can participate in learning activities while also maintaining a physical distance from other students. Although online learning was used to prevent the spread of COVID-19, the development of online learning has also been promoted. Here, we sought to explore the perceptions and responses of students to online learning during the pandemic using a cross-sectional study. Electronic questionnaire was used for data collection. Statistical analyses were performed for 1614 valid questionnaires and P < 0.05 was considered statistically significant. Overall, COVID-19 had more effect on female students, such as fear of COVID-19 (2.4 times higher than the number of male students) and length of time spent learning (H = 42.449, P < 0.05). However, the higher the students' grades were, the less the impact of COVID-19. For the style of lessons, all students would prefer shorter lessons (P < 0.05). Female and fifth-grade students were more prefer combined online and face-to-face learning, and male and freshmen students were more likely to prefer face-to-face learning after the pandemic. More than 50% of students thought the main advantage of online learning was convenience, with low efficiency being a disadvantage. The main factors negatively influencing online learning were eyestrain, poor network connections, and poor learning environments at home. In conclusion, synchronous online and face-to-face learning may become more common in future curricula, however the efficiency of online learning and the female students more attentions.

Opportunities and threats of e-learning in dental education in viewpoints of faculty members: A Mixed method study

BACKGROUND

The aim of the study was to assess the opportunities and threats of e-learning in dental schools and explore the experiences of dental faculty members in the coronavirus disease-19 (COVID-19) epidemic conditions.

MATERIALS AND METHODS

The present study was a sequential exploratory mixed method study (quantitative-qualitative). In the quantitative phase, a survey study was conducted to investigate the perspectives of faculty members regarding the opportunities and threats of e-learning during the COVID-19 epidemic. The data were analyzed by descriptive indicators (frequency, percentage, mean, and standard deviation) and analytical tests (t-test and analysis of variance). In the qualitative phase, data were collected through semi-structured interviews. In the qualitative phase, the inductive content analysis approach of Graneheim and Lundman was used to analyze the interviews.

RESULTS

In this study, 213 faculty members of dental schools of Iran participated; among whom 100 were men (46.9%) and 133 were women (53.1%). The results indicated the mean scores of the perspectives of faculty members regarding the opportunities and threats of e-learning in dentistry (4.05 ± 0.49 out of 5). Experiences of the participants in the qualitative phase were explored in the theme of "ups and downs of e-learning in dentistry" with three categories "unaccountability of e-learning in dental education," "challenges of human resource empowerment in the e-learning process," and "planned education."

CONCLUSION

The majority of the faculty members agreed with the use of e-learning in dental education and considered it as an opportunity. However, educational design for blended learning, creation of appropriate infrastructures, and empowerment of human resources as e-teacher and e-student were emphasized as key requirements for e-learning development in dental schools.

Perception of Synchronized Online Teaching Using Blackboard Collaborate among Undergraduate Dental Students in Saudi Arabia

Blackboard is a collaborative virtual learning tool used for higher learning that has been found to be an effective and efficient means of interactions between teachers and students and offers effective educational information management. The aim of this research work is to assess the preclinical and clinical dental students' perception of Blackboard Collaborate as a quality teaching and learning tool as well as to find out areas that might appear as barriers to quality teaching and learning. This cross-sectional study was conducted online using survey monkey involving 245 dental students who had participated in the virtual classroom lectures during the pandemic with 18 students not completing the survey. The survey instrument was a nine-item questionnaire that included the age, sex, and year of study of the students as well as previous exposure to online lectures. The data collated was analyzed using IBM Statistical Package for the Social Sciences (SPSS) Statistics for windows version 22. Among 245 respondents that were enrolled in the study, 227 respondents completed the survey, of which 58.1% (n = 132) were male while 41.9% (n = 95) were females. Of the 227 respondents that completed this study, 74.8% (n = 170) of them experienced minimum to moderate technical problems regarding connectivity during the online sessions while 1.8% (n = 4) of the respondents experienced very severe technical problems. The majority of the respondents 54.2% (n = 123) support the continuation of online lectures even after the pandemic. In conclusion, we found a positive perception of our respondents to online lectures using Blackboard Collaborate. Internet connectivity as well as a decline in the comprehension of the lectures as compared to face-to-face learning were found as barriers to online learning.

Challenges and Opportunities for Dental Education from COVID-19

With the ongoing COVID-19 pandemic, dental education has been profoundly affected by this crisis. First of all, COVID-19 brought physical and psychological health problems to dental students and educators. In addition, both non-clinical teaching and clinical-based training experienced challenges, ranging from fully online educational content to limited dental training, students’ research was delayed in achieving project milestones and there was hesitancy in respect of the COVID-19 vaccine. On the other hand, the COVID-19 pandemic has increased the demand for teledentistry and dental emergency treatment, and brought awareness of the advantages and high-speed development of distance education. This review aims to present these challenges and opportunities for dental education, and suggest how dental institutions should prepare for the future demand for dental education.

Sustaining blended and online learning during the normal and new normal conditions in a Saudi higher education institution: health science students' perspectives

Background

Higher education institutions (HEIs) shifted from in-person attendance to blended and online learning due to the COVID-19 lockdowns.

Objective

This study investigated the students' perception of satisfaction, convenience, engagement, and learning towards blended and online courses conducted before, during, and after the COVID-19 lockdowns.

Methods

A longitudinal study design was adopted to examine the students' perception of online and blended learning courses before, during, and after the COVID-19 lockdowns. The subjects consist of Health science students (N = 130) belonging to two different colleges of a public university and the study period includes three academic years (i.e., six semesters) (2018–2021). A survey tool was developed to collect data from students studying the computer fundamentals course through blended and online learning modes from 2018 to 2021.

Results

Over 95% of students have been satisfied with the course offered through various blended learning formats since 2018. The blended 0.50-course format is the most preferred one for the students; however, the Blended 0.75-course format is highly rated by the students regarding their satisfaction and engagement than other learning formats during the COVID-19 lockdowns. Following adaption after COVID-19, the students reported a high perception of learning towards the course when delivered through 100% online learning mode.

Conclusion

Students' achievement is significantly associated with the learning modes, exam modes, and various student batches. The blended 0.75-course format group shows a higher achievement than the other three-course format groups. Likewise, those students who appeared in their exams online showed higher achievement than those who appeared physically. Further, the students felt equally convenient with Blended 0.75 and 100% online learning course formats. These findings would also help HEIs choose appropriate learning and examination modes while designing courses.

A survey assessing the health science students' perception towards online learning at a Saudi Higher Education Institution during COVID-19 pandemic

As the COVID-19 pandemic pushed universities worldwide to shift from traditional to online learning, there is a need to capture the students' perception of online learning using an appropriate tool. Hence, this study explores the appropriateness of the online learning assessment survey (OLAS) model for assessing the students' perception of online learning during the COVID-19 pandemic. It included the undergraduate students (N = 2523) of the selected four health science colleges at Imam Abdulrahman Bin Faisal University (IAU) during 2020-2021. The data was obtained through OLAS using "Google Docs" from 728 students. The structural equation modeling (SEM) analysis revealed that each item showed a significant positive relationship with its respective variable of OLAS. The proposed OLAS model with five variables showed a good fit to assess the students' perception of online learning during the COVID-19 pandemic. Those variables enable the university policy planners to evaluate the students' perception of online learning during the pandemic, thereby supporting them in framing appropriate strategies to improve the quality and success of online learning. Further research is necessary to include all students of various programs offered at Saudi universities to generalize the outcomes. OLAS can include a global item assessing overall students' satisfaction with online learning, and the influence of OLAS variables on the overall students' satisfaction can be evaluated in future studies.

Dental Students' Perception of Integrating E-learning During COVID-19: A Cross-Sectional Study in a Saudi University

PURPOSE

The aim of this study was to assess dental students' perceptions and overall experiences regarding e-learning at King Abdulaziz University, Jeddah, Saudi Arabia, during the COVID-19 pandemic.

METHODS

This cross-sectional study was carried out from November 2020 through March 2021. A pre-structured, self-administered questionnaire was emailed to undergraduate dental students (second year through sixth year and dental interns). The final sample included 296 undergraduate dental students and interns. Univariate analysis was done to report the sample characteristics. Chi-square and Fisher exact with Monte Carlo were conducted to evaluate the preference of students regarding e-learning across characteristics of the study sample.

RESULTS

The majority of students preferred to integrate e-learning into traditional classroom lectures, although 51.7% did not favor it for clinical subjects. More than half of the sample believed that e-learning allowed excellent interactivity with the instructors. A higher percentage of second-year students preferred traditional learning (71%) than students in other years who preferred a combination of both traditional and online learning (P-value < 0.001). The mode of learning is not associated with marital status, though 36.4% of married students prefer e-learning (P-value = 0.4). Most dental students considered e-learning a positive experience.

CONCLUSION

There were significant differences in the mode of learning preference between the preclinical and clinical years. Continuous monitoring of learners' needs, challenges, and outcomes is crucial to effectively evaluate e-learning in dental education.

Online Learning during the COVID-19 Pandemic: Dental Students' Perspective and Impact on Academic Performance, One Institution Experience

Background: The COVID-19 pandemic caused all universities in Malaysia to switch to online learning, including for dental education. The effect of this switch has yet to be assessed. Thus, this study aimed to assess International Islamic University Malaysia (IIUM) dental students’ perspectives on the implementation of online learning during the COVID-19 pandemic and its impact on academic performance. Methods: Cross-sectional and retrospective methods were used. The handling, didactic benefits, motivation, and challenges of online learning were assessed via an online questionnaire, and academic performance was assessed by comparing professional exam scores pre- and post-online learning. Results: Among the 249 IIUM dental student respondents, a positive response was recorded for the management of online learning, despite a few challenges in the area of didactic benefits and motivation. A significant improvement (p-value < 0.05) was observed in examination scores in oral biology, microbiology, and pharmacology, while dental material and GMGS showed declines in performance. Other subjects showed no significant difference (p-value > 0.05) in mean scores before and after online learning. Conclusion: Generally, students had a positive response towards online learning management, despite facing some challenges. Based on the analysis of examination results, only two subjects in Year 2 and Year 3 were negatively affected by online learning during the pandemic.

COVID-19 pandemic and emergency remote education practices: Effects on dentistry students

Background

The COVID-19 pandemic has caused not only viral infection-related deaths, but also uncontrollable psychological problems and anxiety in different parts of society. The COVID-19 pandemic has resulted in adaption of a comprehensive online education period that has not been previously experienced in modern education.

Aim

This cross-sectional study aims to evaluate dental students' experiences with emergency remote education practices, related levels of anxiety, and sociodemographic factors affecting anxiety during the COVID-19 pandemic.

Subjects and Methods

This study was conducted during the period when social isolation measures were applied at the maximum level and face-to-face education was suspended in all dentistry faculties in Turkey due to the COVID-19 pandemic. Sociodemographic data and anxiety experienced by dental students were investigated using an online questionnaire. The anxiety levels were evaluated by using a 10-Item Perceived Stress Scale (PSS-10), and attitudes of the students toward distance education were determined using a 5-point Likert-type scale.

Results

The study included 2.290 students. A total of 76.46% of these students attended to emergency remote education practices provided by their faculty. While 66.7% of students were satisfied with the transition process of their faculty to distance education, 18.4% of them found emergency remote learning to be completely unsuccessful. Mean PSS-10 score was 24.68 ± 6.74 and 94.8% of the students experienced moderate-to-high anxiety during the process. The compulsory and emergency remote education was found to significantly increase anxiety in private university students compared to public university students (P = 0.03) and in those students with low family income than the moderate and high ones (P = 0.01). There was a significant relationship between PSS-10 levels and students' anxiety about their academic performance, career plans, transition process to distance education, and their desire to continue remote theoretical online educations. The increase in these aforementioned parameters significantly decreased PSS-10 scores (P = 0.000).

Conclusions

The emergency online remote education practices during the COVID-19 pandemic caused anxiety in dentistry students. It is expected that only distance education practices would be insufficient, and blended education models consisting of distance and face-to-face practices should be implemented.

Hybrid versus distance learning environment for a paediatric dentistry course and its influence on students' satisfaction: a cross-sectional study

BACKGROUND

During the novel COVID-19 pandemic, many universities adopted distance and hybrid learning as a modification to their teaching methods to ensure continuity of education, abiding by the worldwide recommendations of social distancing.

AIM

To compare learning environments created through hybrid learning versus distance learning, to deliver paediatric dentistry course, and to assess the correlation between the created learning environment and students' satisfaction.

METHOD

In this cross-sectional study, students enrolled in a hybrid paediatric dentistry course were asked to participate in an electronic survey. The learning environment was assessed using Distance Educational Learning Environment Survey (DELES), students' satisfaction was assessed using Satisfaction Scale (SS). Retrospective data for distance learning course was used for comparison. Ordinal data were compared using Mann-Whitney U test. Spearman's rank order correlation coefficient was used to correlate students' satisfaction with DELES. Multiple regression analysis was used to predict satisfaction.

RESULTS

A total of 376 students' data were considered in the study. Hybrid learning had significantly higher scores than distance learning in 3 DELES scales. There was a statistically significant weak positive correlation between satisfaction and DELES. Multiple regression analysis model was statistically significant and accounted for (22.8%) of the variance in students' satisfaction. Only "Instructor support" (p = 0.001) and "Student autonomy" (p < 0.001) had a significant effect on satisfaction.

CONCLUSION

This study supports the superiority of a hybrid learning environment over a complete distance learning environment, it also shows that satisfaction is correlated and can be predicted by the created learning environment.

TRIAL REGISTRATION

This study has been registered on clinicaltrials.gov on 21 May 2020 with an identifier: NCT04401371 .

A survey on dental students' perception regarding online learning during the COVID-19 pandemic

Background and aims

This study aimed to assess the students' opinion about the efficiency of online teaching and also about the methods and features to be implemented even after this pandemic period would pass.

Methods

A questionnaire was formulated in order to evaluate the students' perception about the teaching methods used by the Faculty of Dentistry, which was distributed through email.

Results

The answers of 208 students were analyzed. There were 157 women and 51 men, 119 were from Cluj County, while 89 were from other Romanian counties; 102 of the students were in the 4th year of study, while 62 were still in the preclinical years (1st, 2nd, 3rd), and the rest of 44 of the subjects, were in the 5th or 6th year of study. 85.8% of the respondents were satisfied with the traditional lectures, 51.7% considered that online lectures were more useful than the traditional. 187 (88.6%) of the students were satisfied with the traditional practical activities, while 37 (16.1%) believed that online activities were more useful to them, 111 (52.6%), believed that they were able to communicate better with the teacher during the online lectures.

Conclusions

Overall positive responses were reported regarding the acceptability and usability of online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

Percepción de estudiantes de la Salud sobre educación a distancia en una Universidad Perú

Objetivo Determinar la percepción de estudiantes de la Salud sobre la educación a distancia en una universidad privada en Piura, Perú durante el 2020. Metodología La investigación fue de tipo descriptivo y transversal. El instrumento utilizado fue un cuestionario elaborado con una escala de Likert, aplicado mediante la plataforma de Google Formularios y constó de 25 preguntas, validadas por juicio de expertos. La confiabilidad obtenida fue 0,92; la muestra estuvo conformada por 555 estudiantes de Ciencias de la Salud entre Medicina, Estomatología y Enfermería, y el muestreo fue por conveniencia. Resultados La percepción de los estudiantes fue buena con 36,2%; se determinó por sexo, siendo buena para el femenino con 36,6% y para masculino, el 35,4%; y según escuela, Estomatología y Enfermería tuvieron percepción buena con 45,2% y 37,5%, respectivamente, mientras que Medicina obtuvo percepción mala con 40%. Conclusión El 36,2% de los estudiantes de la salud perciben la educación a distancia como buena.

Assessment of learning outcomes of first year dental students using an interactive Nearpod educational platform

PURPOSE

The impact of COVID-19 required revisions in curricula, especially among professional programs that have traditionally required hands-on learning of content. This study endeavored to assess the level of effectiveness of the online presentation of material both qualitatively and quantitatively in a 5-week module on cariology for first-year dental students. Quantitative analysis of the assessment data was required to determine if an interactive engagement platform increased student outcomes. Quantitative survey and qualitative student comments were analyzed to determine the students' preferences for supplemental learning opportunities and utilization trends. The purpose of this study was to measure the learning outcomes of online course delivery with the use of an interactive education platform.

METHODS

The dental class of 2023 received the cariology material in a live, in-person lecture format. The class of 2024 received the same material in a combination of synchronous Zoom lectures and asynchronous interactive presentations utilizing the interactive education platform (Nearpod). The identical midterm examination on cariology was administered to both cohorts at the completion of the 5-week module.

RESULTS

Quantitatively, the class of 2024 had a significantly higher mean score than the class of 2023 on the midterm examination, collectively and in both female and male cohorts. Qualitatively, the dental students overwhelmingly expressed support for the ease of use and educational value of the Nearpod platform.

CONCLUSIONS

This study found that student performance on the identical exam was improved through the use of synchronous Zoom lectures and asynchronous Nearpod review sessions. The application of technology to enhance remote learning can be effective in supporting student mastery of core concepts in dental education.

Virtual and Traditional Lecturing Technique Impact on Dental Education

This study tries to identify the influence of the new coronavirus pandemic on dental education by assessing dental students’ perception and their didactic performance regarding virtual and traditional lectures. The final academic performances of students from different years of study at the Faculty of Dental Medicine who participated in undergraduate courses through two different lecturing modes (traditional and virtual) were compared. The same students were evaluated in terms of their preference between the two lecturing techniques. There was a statistically significant difference in the mean values for final grades of virtual and traditional technique in favor of the latter one. In pandemic conditions, because of safety reasons, virtual lecturing was the most preferred technique. For dental faculty, this process of transitioning from traditional to virtual is a continuous process, which was suddenly imposed, but which at this moment offers multiple opportunities from a didactic point of view. Analyzing the grade, the virtual lecturing techniques demonstrated superior didactic performance. Although students preferred the virtual lecturing technique more than the traditional one, better-designed research is required to verify the long-term effect of the two lecturing techniques on students’ formation and deepening of knowledge.

Digitalised exercise material in forensic odontology

INTRODUCTION

This paper presents digital educational material in forensic odontology, including dental identification after multiple fatalities and dental age estimation from different age groups.

MATERIAL AND METHOD

Electronic patient records consisting of intraoral scans of the dentition, digital radiographs, photographs and written dental records were collected. Exercises in age estimations contained digital radiographs and photographs of ground tooth sections, with digital measuring tools and tables according to age groups. The teaching material was organised as a module in an electronic Learning Management System with external links to all relevant teaching material.

RESULTS

For the identification exercises, intraoral scans and the latest digital radiographs simulated the postmortem examination of the deceased. For comparison, all other radiographs, photographs and dental records were available as antemortem material. The exercise was to match postmortem findings with the antemortem records using the Interpol standard and reconciliation. Age assessment of children used designated tables to grade tooth development on digital radiographs. For adults, non-destructive methods, digital radiographs, photographs and measuring tools were used.

DISCUSSION

The teaching concept was hybrid, but it can easily be adapted as a fully digital exercise. The instructions and written material can be translated into different languages. The level of difficulty in the exercises can be adjusted according to the participant's level of knowledge.

CONCLUSION

The educational material embraces the new possibilities for digitalisation and intraoral scanning. This might be a valuable tool for motivating and engaging the students in their participation and understanding of the subject.

Perception on Online Teaching and Learning Among Health Sciences Students in Higher Education Institutions during the COVID-19 Lockdown - Ways to Improve Teaching and Learning in Saudi Colleges and Universities

Background: Online learning or E-learning are approaches to broadcasting teaching by the means of internet technology and software applications. Kingdom of Saudi Arabia is likewise embarking on the rapid growth in online education. The purpose of this study is to investigate the student's perceptions regarding online teaching and learning during COVID 19. Methods: An online computer-based cross-sectional study was conducted between May and June 2020. A pre-validated questionnaire was used and administrated to health sciences students studying at Dammam Universities through online software QuestionPro. Results: Out of total 281, 68% of the participants were females (n=188) while 31.9% (n=88) were male students with an average age of 23.1(4.5) years. Overall, 176 (62%) of the students expressed their satisfaction with online learning. Conclusion: Findings will help academicians to identify strengths, areas of improvement, and encourage faculty to think deeply to restructure course learning objectives, teaching techniques to engage students and improve learning process.

Students' satisfaction and continued intention toward e-learning: a theory-based study

Coronavirus disease (COVID-19) has forced the urgent lockdown of schools and colleges worldwide. To ensure the continuity of education a shift from traditional teaching to e-learning was required. This study aims to identify factors that affect students' satisfaction and continued intention towards e-learning. A questionnaire was distributed to medical and dental students (second to sixth year) from different universities in Saudi Arabia. The study synthesizes the expectation-confirmation theory (ECT) and the theory of planned behavior (TPB) to predict students' satisfaction and intention to continue using e-learning using a validated self-administered questionnaire. We used the structural equation model to analyze the results and assess the study's hypotheses. A total of 870 completed questionnaires were received (67% response rate). The results showed that students were at a moderate level of satisfaction (median = 3.5). According to the ECT, both perceived usefulness and confirmation significantly influenced students' satisfaction (β = -.69 and β = .82, respectively). Satisfaction was the strongest predictor of students' continued intention (β = 1.95). Among the TPB constructs, perceived behavioral control (β = .51), attitudes (β = .39), and subjective norms (β = .36) had a significant positive influence on their intention to use e-learning. The results suggest efforts to increase students' satisfaction and intention with e-learning should be directed to adopting easy and useful e-learning platforms. In addition, training and motivating students to continue e-learning and increasing their confidence to ensure the effective and efficient use of such teaching modalities.

Perceptions of Dental Undergraduates Towards Online Education During COVID-19: Assessment from India, Nepal and Sri Lanka

PURPOSE

The social distancing mandates instituted during COVID-19 pandemic mark the sudden transition in the mode of dental education's delivery to the virtual instruction. It is vital to assess students' perceptions towards virtual learning environments, particularly among those gaining education in resource-strained countries. This cross-sectional study aims to assess the perceptions of dental undergraduates towards online education, environment and transferable skills and patient care during COVID-19 in India, Nepal, and Sri Lanka.

MATERIALS AND METHODS

Dental preclinical and clinical undergraduate students from India, Nepal and Sri Lanka were recruited from November 2020 to March 2021 through a 47-item web-based survey consisting of psychometrically valid subscales of Dundee Ready Educational Environment Measure (DREEM) and Transferable Skills Questionnaire. The mean scores of students' perceptions of learning, environment, and patient care skills were compared among preclinical and clinical students of the participating countries.

RESULTS

Of total 930 participants, 44.4% were from India, 26.1% from Sri Lanka and 29.5% responses from Nepal. Sri Lanka reported the highest mean scores across all domains of perception indicative of positive attitude. Clinical students from all participating countries had statistically significantly higher positive perception of transferable skills in patient care as opposed to their preclinical counterparts. On the contrary, perception towards learning was higher among preclinical students as opposed to clinical students. These differences were statistically significant for Nepal and Sri Lanka.

CONCLUSION

The findings of this study underscore the need to develop and implement effective online dental educational interventions to foster academic growth and essential practical skills without compromising academic rigor and continuity in the dental education curriculum.

Experiences of international medical students enrolled in Chinese medical institutions towards online teaching during the COVID-19 pandemic

Introduction

. The COVID-19 pandemic has forced the world to pause. One hundred and eighty-eight countries have imposed countrywide school closures, affecting more than 1.5 billion children and youths. The majority of academic leaders are currently encouraging online education to resolve this crisis. This study aimed to investigate international medical students' (IMS) experiences of online teaching during the COVID-19 pandemic.

Methods

Data were collected online using a validated questionnaire and one open-ended question, presented on the Google forms platform. The study attracted responses from 1,107 IMS volunteer participants. IBM SPSS v. 25, GraphPad Prism v. 9, and MindManager v. 2018 were used for data analysis. All variables were subjected to descriptive statistical analysis. The Mann-Whitney U test was used in subgroup analysis and the Kruskal-Wallis test was also applied for year-wise comparisons. Open-ended text responses were analyzed qualitatively, extracting themes by which responses were classified.

Results

Among 1,107 respondents, a total of 67.8% were males, and the majority (63.1%) of the IMS were in the age group of 21-23 years. The results show that more than half of the respondents reported their Internet connection quality as poor to average. Poor Internet connection severely affected IMS online learning experience. Persistent and recurrent issues with Internet access became a significant concern for IMS. Lack of electricity is one of the factors that can contribute to poor learning output and dissatisfaction with online teaching. IMS perceive online medical education as unhelpful in several phases of the training, such as improving their clinical skills, knowledge, and discussion skills.

Conclusions

During these unprecedented periods, online teaching has allowed medical education to continue. However, IMS are generally dissatisfied with online teaching. Medical students must visualize the human body, so supportive technologies are important to compensate for the lack of clinical practices. Medical institutions may need to invest in faculty training programs and continually adjust to enhance the content of online training and international partnerships. A switch from conventional face-to-face teaching to a fully functional virtual education framework in the medical education field will take time and experience.

Comparison between Virtual and Traditional Learning Methods for Orthodontic Knowledge and Skills in Dental Students: A Quasi-Experimental Study

A gradual transition from traditional face-to-face learning to online learning has been observed globally following the COVID-19 pandemic. The aim of the study was to compare online and traditional learning methods in relation to orthodontic knowledge and skills acquired in undergraduate courses. A quasi-experimental design was used with two consecutive year classes of 198 dental students at Jazan University, Saudi Arabia. The experimental (virtual) group of 92 students received the content of a clinical orthodontic course virtually using the Blackboard Collaborate™ platform. The control (traditional) group consisted of a previous cohort of 106 students who enrolled in the same course but received traditional classroom education. The students were evaluated through a semester, and both groups obtained the same content and exam questions. The students in the virtual group scored higher in the final theory exam than the traditional group (p-value < 0.05). However, no significant difference in the overall orthodontic knowledge and skills was observed between the groups at the end of the course. Both learning methods showed moderate positive correlation between orthodontic knowledge and skills. In conclusion, virtual learning can serve as an effective alternative to traditional face-to-face learning for teaching orthodontic knowledge and skills to the dental students.

e-Learning: An Uphill to Reshaping Learning in Dentistry in India in the COVID-19 Pandemic Era

The sudden outbreak of the coronavirus disease 2019 pandemic has compelled universities worldwide to implement strategies for resuming academic courses by transferring some courses to a virtual modality. e-Learning has provided an excellent platform for education during this crisis. This review article discusses the various aspects of e-learning process that have to be considered before implementation, and the strengths and flaws of online education during this pandemic. It also sheds light on the necessary actions required to enhance the efficiency of e-learning in the future.

Readiness towards online learning among physiotherapy undergraduates

BACKGROUND

Online learning is an attractive option for educators, especially as means of overcoming the challenges posed by the global pandemic. Although it is best to evaluate student readiness prior to commencement of an online course, to ensure successful development and delivery of student-centric teaching and learning strategies, readiness towards online learning among physiotherapy undergraduates is unknown. The main aim of this study was to examine physiotherapy undergraduates' readiness towards online learning.

METHODS

In this cross-sectional study, participants were selected through a combination of total population and convenience sampling. The Student Online Learning Readiness questionnaire was distributed among physiotherapy undergraduates from two public and two private universities in Malaysia to investigate their technical, social and communication competencies. Information about device characteristics were obtained to evaluate their equipment readiness. Descriptive and group comparisons were conducted using independent t-test, and analysis of variance with p < 0.05 as level of significance.

RESULTS

A total of 352 physiotherapy undergraduates participated. The response rate was 81.6%. The results showed that physiotherapy undergraduates in these four institutions had moderate levels of readiness towards technical competencies (M = 3.7 ± 0.5), social competencies with instructor (M = 3.7 ± 0.6), social competencies with classmates (M = 3.8 ± 0.6) and communication competencies (M = 3.6 ± 0.5) related to online learning. The overall readiness for these four competencies was moderate (M = 3.7 ± 0.4), however the physiotherapy undergraduates had high (> 80% possessed smartphones and laptop) level of equipment readiness. Institution and gender had no significant effect on the level of readiness (p > 0.05). Year 1 and 2 had significantly higher levels of social competencies with instructor compared to final year physiotherapy undergraduates (p < 0.05).

CONCLUSION

Physiotherapy undergraduates in these four institutions had moderate to high levels of readiness towards online learning. Technical, social and communication competencies could be further enhanced with appropriate strategies.

SIGNIFICANCE

This study provides an insight into the level of readiness towards online learning among physiotherapy undergraduates. The findings of our study shed light on issues to consider when designing online courses. A pre-course training for undergraduates prior to the commencement of online courses may be useful.

TRIAL REGISTRATION

Not Applicable.

Application of remote online learning in oral histopathology teaching in China

Background

The aim of this study was to investigate the application of remote learning and virtual microscopy in oral histopathology teaching, a unique experience in China. The oral histopathology teaching in Nanjing Medical University has been extraordinary.

Material and Methods

98 third-year dental students of Grade 2016 took oral histopathology theoretical course face-to-face in 2019 (Traditional group). The 94 participants of Grade 2017 took online oral histopathology course using digital methods(E-Learning platform and Virtual Simulation Experiment Teaching Center for Dentistry) in 2020. During the practical laboratory sessions, the students in both Traditional group and Online group observed the same glass slides for morphological learning. A questionnaire survey explored students' attitudes towards the remote online learning. Results: The mean Theory test scores of the Online group (80.93±12.15) were significantly higher than those of the Traditional group (73.65±8.46) (P < 0.01). The mean total scores of the Online group (82.94±10.76) were significantly higher than those of the Traditional group (77.25±7.55) (P < 0.01). The percentage of high total test score (test score > 85) of the Online group (54%) was also significantly higher than that of the Traditional group (15%) (P< 0.01). Furthermore, both remote learning and virtual microscopy courses were well accepted by students according to the questionnaire.

Conclusions

This study found that remote learning and virtual technology have a positive impact on oral histopathology. The findings reveal that the application of remote online learning has enhanced oral histopathology teaching in China.

Key words:Oral histopathology, dental undergraduate students, virtual microscopy, remote online learning, questionnaire.

[Virtual education in dentistry during the COVID-19 pandemic]

The changes in university education that appeared within the context of the COVID-19 pandemic posed new challenges throughout the world. In the case of dental education, although the implementation of virtual resources had already been tried, a completely virtual approach was a new challenge. The objective of this article is to discuss virtual education in the dental area within the context of the COVID-19 pandemic and the challenges it represents. In conclusion, for the continuation of dental education in a virtual modality, the strategies most used by many universities are the academic platforms Moodle and for videoconferencing, Google Meet and Zoom. Likewise, the perception of this new modality, both by teachers and students, was mostly good; however, it is emphasized that these methods cannot replace the need for face-to-face activities for students to develop their capacities as future dentists.

Education Technology in Orthodontics and Paediatric Dentistry during the COVID-19 Pandemic: A Systematic Review

Over the last decade, medical education changed from traditional teaching methods to telematic and networking scholar and e-learning approach. The objective of the present systematic review was to evaluate the effectiveness and teachers/student's acceptability of e-learning applied to the field of orthodontics and paediatric dentistry. A database search of the literature was conducted on PubMed and Embase databases from January 2005 to May 2021. A total of 172 articles were identified by the electronic search, while a total of 32 papers were selected for qualitative analysis. Overall, 19 articles investigated the effectiveness of e-learning, and no difference of acceptability was reported between e-learning and traditional methods for a wide part of the articles selected. A total of 25 papers provided a satisfaction questionnaire for learners and all were positive in their attitude towards e-learning. The results showed that e-learning is an effective method of instruction, complementing the traditional teaching methods, and learners had a positive attitude and perception. The evidence of the present study reported a high level of acceptability and knowledge level of e-learning techniques, compared to frontal lecture methods, in the fields of orthodontics and paediatric dentistry.

Perspectives from Dentists, Dental Assistants, Students, and Patients on Dental Care Adapted to the COVID-19 Pandemic: A Cross-Sectional Survey

Dental care has been affected by SARS-CoV-2 (COVID-19) worldwide. In contrast to other dental clinics, the Justus-Liebig-University Giessen (Germany) decided not to limit dental treatment to emergencies alone, but to continue dental care for all patients, with increased safety measures. As such, health care professionals may be exposed to additional physical and mental stress. The aim of this study was to assess the perspectives of all persons involved in dental care (dentists, dental assistants, students, and patients) regarding the aspects of safety measures, anxiety about self-infection and infecting others, and other prospects in the period March to December 2020 using a questionnaire. Data collection was performed between 14 December 2020 and 23 January 2021. A total of 35 dentists (response rate of 79.5%), 23 dental assistants (65.7%), 84 students (80%), and 51 patients (21.8%) completed the survey. The patients did not notice any changes in the care received. Dentists and dental assistants reported a higher workload due to additional safety measures. The majority of dentists, students, and patients agreed that normal patient care was maintained. One-third of dental assistants would have preferred emergency treatment alone and expressed significantly higher anxiety about COVID-19 infection than all other groups (p < 0.05). In conclusion, all groups showed a predominantly positive perspective on dental care, and anxiety about self-infection and infecting others was especially low. However, additional measures are time-consuming and compound daily patient care. This concept, based on well-established infection control, might be a viable proposal for current and future pandemics.

Perception of Online Lectures among Students of a Medical College in Kathmandu: A Descriptive Cross-sectional Study

INTRODUCTION

The COVID-19 global pandemic has affected all aspects of human life, with education no exception. Online lectures have been practiced in different academic institutions around the world. The objective was to know the perception towards online lectures by the undergraduate students of a medical college.

METHODS

This descriptive cross-sectional study was conducted among the undergraduate students of dentistry, medicine, and nursing at Kathmandu Medical College via self-administered online questionnaire. Data were collected from November to December 2020 after ethical clearance from institutional review committee (Ref. no. 0311202002). Students who had not attended even one hour of online learning per week were excluded. Responses were collected using Google Forms which were analysed in Microsoft Excel. Descriptive statistics are presentedas means, standard deciations, frequencies, and percentages.

RESULTS

Out of 318 valid questionnaires, 143 (44.97%) students agreed that online lectures were effective but 138 (43.4%) disagreed that online lectures were more useful than traditional lectures. One hundred and forty five (45.60%) found online classes difficult to concentrate and 175 (55.03%) agreed that they preferred a combination of traditional teaching and online tutorials. Only two (0.63%) students strongly agreed on excellent internet during classes and 104 (32.70%) agreed it caused economic burden. Mean age of participants was 20.75±1.538 years; 202 (63.52%) were females; online learning per week was 18.75±9.157 hours; and duration of online learning was 20.28±9.997 weeks.

CONCLUSIONS

Most of the students had a positive attitude towards e-learning when compared to similar studies. Further multicentric studies with larger sample size would better demonstrate whether online education partly or fully can be effective adjunct to traditional face to face interaction.

Perception on Online Teaching and Learning Among Health Sciences Students in Higher Education Institutions during the COVID-19 Lockdown - Ways to Improve Teaching and Learning in Saudi Colleges and Universities

Background: Online learning or E-learning are approaches to broadcasting teaching by the means of internet technology and software applications. Kingdom of Saudi Arabia is likewise embarking on the rapid growth in online education. The purpose of this study is to investigate the student's perceptions regarding online teaching and learning during COVID 19. Methods: An online computer-based cross-sectional study was conducted between May and June 2020. A pre-validated questionnaire was used and administrated to health sciences students studying at Dammam Universities through online software QuestionPro. Results: Out of total 281, 68% of the participants were females (n=188) while 31.9% (n=88) were male students with an average age of 23.1(4.5) years. Overall, 176 (62%) of the students expressed their satisfaction with online learning. Conclusion: Findings will help academicians to identify strengths, areas of improvement, and encourage faculty to think deeply to restructure course learning objectives, teaching techniques to engage students and improve learning process.

Impact of COVID-19 on Dental Education

With the closure of educational institutions across the world, didactic education has come to a stop from the level of primary education up to the level of professional training. Due to the discovery of a high viral load in saliva, dental schools have been considered as a hub of potential disease transmission. Students have reported anxiety over their safety, availability of learning resources, and retaining their efficiency of patient care after dental schools open. Administrators and educators are scrambling to ensure an effective learning experience while retaining the flexibility to adapt to new challenges. Ensuring a uniform grading system for year-end examinations, exit, and entrance examinations will help young professionals retain their career momentum. Problem-based learning, case-based and team-based learning, objective structured clinical examinations, and flipped classrooms are some of the methods that can be used to continue e-learning among dental students while we learn to live in this “new normal” situation.

Transitioning into an online dental hygiene degree-completion program

PURPOSE

The University of British Columbia's (UBC) Dental Hygiene Degree-Completion (DC) program has offered an academic pathway for dental hygienists to earn a degree exclusively through an online delivery format since 2006. The students' experiences transitioning to online learning and related student support needs have not been previously studied. Thus, this study investigated students' experiences as they entered an online dental hygiene DC program METHODS: An online survey with open-ended and closed-ended questions was distributed to all 53 currently enrolled dental hygiene DC students in September 2019 RESULTS: Thirty-two students completed the survey for a 60% response rate. Most student respondents (78%) had no prior experience with online education. Only 59% of respondents were confident in their abilities to navigate a Web-based learning environment. Three-quarters (75%) of respondents felt like a valued member of the Faculty of Dentistry community but only 47% felt they belonged to the larger university community. Most (72%) were familiar with the support resources within the Faculty but fewer than half (41%) were aware of additional resources outside of the Faculty. Students aged 30 years and older felt more comfortable reaching out to faculty and staff members (90% vs. 55%; P = 0.05). Students with prior online learning experience were more aware of student support resources outside of the Faculty (57% vs. 36%; P = 0.05) CONCLUSION: Lessons learned from this study have informed several recommendations to better support student transition to online learning that can be applicable to this program and in other institutions.

Students' and lecturers' perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): a cross-sectional study

BACKGROUND

On account of physical distancing measures, universities worldwide are strongly affected by SARS-CoV-2 (COVID-19). Thus, the dental school of Justus-Liebig-University Giessen (Germany) transferred the established "face-to-face" learning to online learning in the spring term 2020. The aim of this study was to assess the students' and lecturers' perspectives on the implementation of online learning due to COVID-19, using a questionnaire survey.

METHODS

After the online period, all students and lecturers were asked to fill out an online questionnaire containing evaluative statements regarding handling, didactic benefit, motivation, and overall assessment. Furthermore, the questionnaire for lecturers contained additional aspects regarding knowledge gain in terms of providing online learning. Besides that, students and lecturers were asked for the amount of online learning in the future curriculum (independent of COVID-19). Data were subjected to regression analysis and T-test (p < .05).

RESULTS

36.8% of students preferred "face-to-face" learning instead of sole online learning. An increase of know how concerning online teaching was observable for lecturers. Both, students and lecturers, want to keep up with online courses in the future curriculum. However, in terms of the optimal amount of online learning a significant difference between students' and lecturers' perspective was observed. While students suggested 53.2% (24.9) (mean (standard deviation)) lecturers only stated 38.6% (21.5).

CONCLUSIONS

Within the limitation of this study, students' and lecturers' showed a predominantly positive perspective on the implementation of online learning, providing the chance to use online learning even beyond COVID-19 in the future curriculum.

Self-Reported Effectiveness of e-Learning Classes during COVID-19 Pandemic: A Nation-Wide Survey of Pakistani Undergraduate Dentistry Students

OBJECTIVES

 The main aim of this study was to determine the undergraduate dental students' self-reported effectiveness of online classes offered by various dental institutes of Pakistan.

MATERIALS AND METHODS

 A cross-sectional study was conducted using an online survey. A pretested and validated questionnaire comprising of 31 questions was circulated among dental students. The study participants were inquired about the perceived level of accessibility of resources and the effectiveness of online teaching. The data was analyzed using SPSS version 24. Mann-Whitney U test and Kruskal-Wallis test were used for statistical analysis at p ≤0.05.

RESULTS

 A total of 1,207 students from all over Pakistan responded. The majority of students was dissatisfied with the institutional learning management system and quality of learning resources available. Students were also dissatisfied with the level of training of teachers for online lectures. The worst rating was reported for questions related to the effectiveness of online classes (average rating: 3.83 and 3.781/5). First-year students reported poor interaction with teachers (p < 0.001) and strongly disagreed with the effectiveness of online classes (mean rating: 4.14 ± 0.935).

CONCLUSIONS

 The results from the present survey showed that dental students of Pakistan unanimously voiced dissatisfaction toward various elements of online teaching sessions. Findings from this survey will aid the academic institutes to establish proficient learning platforms focused on improving students` learning experience.

Factors Influencing Medical Students' Experiences and Satisfaction with Blended Integrated E-Learning

OBJECTIVES

Blended learning has been presented as a promising learner-centred model that emphasises the learning outcome rather than the process of education, but it can negatively affect learners' engagement with learning.

SUBJECT AND METHODS

Using a mixed-methods approach, this study aimed to determine the significant predictors of learning satisfaction and to evaluate the experiences of medical students with the different domains of an introduced blended integrated learning approach.

RESULTS

The survey was administered to 92 respondents with a mean age of 20.5 years. Male students had significantly higher computer self-efficacy and overall learner satisfaction ratings than their female counterparts. Multiple regression analysis showed that gender (student characteristics), performance expectations (cognitive factors), and learning climate (social environment) were predictors of the perceived satisfaction of learners.

CONCLUSION

Wider integration of blended learning into pre-clinical undergraduate medical education could enhance the shift towards competency-based education and life-long learning among medical students. However, effective implementation would depend largely on student characteristics, as well as environmental and cognitive components of the delivery method.

Pharmacy Students Perceptions of Their Distance Online Learning Experience During the COVID-19 Pandemic: A Cross-Sectional Survey Study

INTRODUCTION

The COVID-19 pandemic imposed dramatic changes on educational practices worldwide. Many universities and schools have moved into the delivery of their courses and educational programs utilizing fully electronic online modes. This study aims to evaluate the pharmacy student distance online learning experience during the COVID-19 pandemic.

METHODS

A cross-sectional survey was utilized where a 3-domain survey questionnaire focused on preparedness, attitude and barriers was distributed to students at the time of conclusion of the semester. Each domain consists of multiple questions that made up a score that reflects their preparedness, attitude as well as barriers relevant to distance online learning experience. The survey was voluntarily, and all data were collected and recorded via google forms with maintaining anonymity.

RESULTS

The response rate was about 75% (n = 309). The results' analysis revealed no gender differences in any of these domains. However, there were some variable responses among different educational levels. The average preparedness score was 32.8 ± 7.2 (Max 45), the average attitude score was 66.8 ± 16.6 (Max 105), and the average barrier score was 43.6 ± 12.0 (Max 75). There was statistical significance difference in both preparedness score and attitude scores between different professional years (P-value <.05). However, there was no difference in barrier scores among all professional years. The results indicated that about 61.4% of the students agreed on that college of pharmacy was well-prepared and ready for the online education during the emerging COVID-19 pandemic with complete transition into online education. The results also indicated that 49.2% of the students showed positive attitude toward the provided online learning. The results indicated that about 34% of the students identify some barriers toward the provided online learning. Finally, there were strong association between the need for training on how to receive online courses and preparedness and barriers scores.

DISCUSSION AND CONCLUSION

E-learning experience pose challenges and presents opportunities during emergency situations. The need for training for students and faculty was highly associated with the preparedness and barriers domains rather than the infrastructure or computer literacy, so the school can improve their experience by addressing these needs.

Enhancing Dental Carving Skills of Preclinical Dental Hygiene Students Using Online Dental Anatomy Resources

Background:

A key role of dental carving is enhancing manual proficiency and dexterity of dental hygiene students. Yet, utilizing Supplementary Online Dental Anatomy Resources (SODAR) as a supportive teaching approach has demonstrated the ability to improve carving skills.

Objective:

This study aims to examine the effectiveness of SODAR training in improving the quality of dental carving skills and knowledge among preclinical Saudi male students in Saudi Arabia.

Methods:

A basic double-blinded randomized controlled trial of 30 preclinical Saudi dental male students was conducted between January and April 2019. Participants were classified into an experimental group that received SODAR training (n= 15) and a control group comprising students who did not receive SODAR training (n= 15). Thet-test and Fisher’s exact test were performed to assess differences in theoretical knowledge between the two groups. While Cohen’s d test,t-test, and Pearson correlation were conducted to evaluate differences in students’ dental carvings.

Results:

Students with SODAR training performed better on practical carving sessions than those without intervention (P-value < 0.001). However, SODAR intervention had no significant effect on the theoretical knowledge evaluations in both the groups.

Conclusion:

SODAR training demonstrated its ability to support students learning in practical carving sessions; however, no effect on theoretical knowledge was observed. Future research should focus on factors that impact carving teaching strategies, including the quality and depth of online learning content, students’ perceptions of online learning, and experiences of teachers who run the online resources.

The availability of open-access videos offered by dental schools

BACKGROUND

The Internet has become an established learning tool in dental education where students can access online videos on a range of dental subjects. However, finding reliable peer-reviewed content is not straightforward.

AIM

To evaluate the video content offered by UK and Republic of Ireland (RoI) Dental Schools on their YouTube channels and public websites.

METHODS

Free videos offered on UK and RoI Dental schools websites and YouTube channels were watched and set according to its purpose, as educational or non-educational. The number of views, length, category and date of publication were analysed.

RESULTS

A total of 627 videos offered by dental courses were evaluated. Videos were available on 83% of the websites, but only 9% was educational content. Dental courses YouTube channels received more than 2.3 million views, but less than 5% of the material offered is educational. Instructional videos found on the websites (3.2 min) were shorter than those found on YouTube (8.5 min) (P = .03). The majority of the videos, provided by Universities, were not educational and focused on promoting the dental courses. Most websites have demonstrated a password-protected area where quality content may be offered.

CONCLUSION

Students wishing to watch instructional videos will find limited educational content provided by UK and RoI dental courses. Therefore, they are likely to access course-related material elsewhere on the Internet that may not be necessarily peer-reviewed.

Students' perception, attitudes, and readiness toward online learning in dental education in Saudi Arabia: a cohort study

PURPOSE

The purpose of this study was to assess students' perception, attitudes, and readiness toward online dental education in Saudi Arabia.

MATERIALS AND METHODS

This is a longitudinal study using a 5-point Likert scale questionnaire distributed to a cohort group of undergraduate dental students at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia, during their fourth year (T1) and internship year (T2). It assessed technological access, computer skills, online skills, and motivation level in using e-learning for personal and learning purposes; and overall readiness for e-learning adoption in dental education. The response scale for each domain was categorized as follows: low readiness level (mean value=1-<3), acceptable/moderate readiness level (mean value=3-<4), and high readiness level (mean value=4-5). Descriptive and group comparisons were conducted using the chi-squared test, Fisher's exact test, and paired and independent samples t-test. The significance level was set at P<0.05.

RESULTS

The respondents were as follows: T1 group (n=72; 36 males [M], 36 females [F]) and T2 group (n=50; 20 M, 30 F). The results indicated high levels of computer skills, technology access, and perceived importance of online technology with no significant difference between the groups (P>0.05). They also showed acceptable levels of e-learning experience and social influence on e-learning adoption with no significant difference between the groups (P>0.05). A significant difference was reported in using e-learning for personal compared to learning purposes (P<0.05). The T2 group reported significantly lower levels of online English literacy (P<0.01), perceived impact of e-learning on dental education, and readiness for e-learning (P<0.001). Multiple technical and content development supports were reported.

CONCLUSION

This study showed acceptable levels of individual characteristics and system competency levels as well as the perceived importance of using technology in dental education among the participants. However, the perceived impact of and readiness for e-learning were found to be less acceptable as students matured. The need for much support in some skills was also reported.