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Gardiner C, Craig R, McKenna GJ. Barriers to postgraduate education in primary dental care: a qualitative study. J Dent 2024; 150:105326. [PMID: 39197531 DOI: 10.1016/j.jdent.2024.105326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2024] [Revised: 08/22/2024] [Accepted: 08/25/2024] [Indexed: 09/01/2024] Open
Abstract
OBJECTIVES Postgraduate education for primary care dentists offers numerous benefits in terms of advancing clinical skills and career opportunities, culminating in improved treatment and patient outcomes. There is a strong desire amongst primary care dentists to enhance skills and provide contemporaneous evidence-based dentistry, accredited by higher educational qualifications. However, significant barriers hinder their pursuit of further training and career advancement. The aim of this study is to explore the barriers to undertaking formal postgraduate education for dental practitioners working in primary dental care. Exploration of these perceptions should help to identify further areas of study to help alleviate some of these obstacles, enabling more primary care dentists to access postgraduate education and improve patient care. METHOD A qualitative study was undertaken through individual narrative interviews with primary care dental practitioners (n = 20) with varying levels of experience and located across the UK. All interviews were conducted using a study guide, transcribed and analysed thematically. RESULTS The participants indicated that there is a strong desire to undertake postgraduate study amongst primary care dental practitioners. Significant barriers were identified, with three major themes emerging: 1.Personal Cost: Time constraints and accessibility, Financial Burden, Family Commitments. 2.Business Viability: Business time constraints, Inability to use Enhanced Skills, Remuneration systems. 3.Business Culture and Team Dynamics: Stage of Career, Current Practice Business Model, Leadership and Vision. These barriers appear to be multifaceted and interconnected, however participants also identified significant opportunities to address them. CONCLUSION Study participants identified a range of personal and professional barriers to undertaking postgraduate dental education whilst working in primary dental care. Practitioners working within predominately NHS orientated practices perceived more professional barriers than those in private practice. The majority of participants indicated their preference for hybrid models of education which would work around clinical commitments. Further research and engagement with stakeholders should be undertaken to help reduce these barriers.
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Affiliation(s)
- Christopher Gardiner
- School of Medicine, Dentistry and Biomedical Sciences, Queen's University Belfast, Belfast, Northern Ireland, United Kingdom; OneByOne Dental (Dental Practice, Primary Care), Northern Ireland, Belfast, United Kingdom
| | - Reanna Craig
- School of Dentistry, Belfast Health and Social Care Trust, Belfast, Northern Ireland, United Kingdom
| | - Gerald J McKenna
- Centre for Public Health, School of Medicine, Dentistry and Biomedical Sciences, Queen's University Belfast, Belfast, Northern Ireland, United Kingdom; Centre for Dental Medicine, University of Zurich, Switzerland.
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Nassief S, Al Ali H, Towers A, Field J, Martin N. Dental students' perceptions of the use of two-dimensional and three-dimensional vision in dental education using a three-dimensional haptic simulator: A qualitative study. J Dent Educ 2024. [PMID: 39075768 DOI: 10.1002/jdd.13682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2024] [Revised: 05/16/2024] [Accepted: 06/21/2024] [Indexed: 07/31/2024]
Abstract
OBJECTIVE To assess the perceptions of novice and experienced undergraduate dental students of virtual learning with two-dimensional (2D) and three-dimensional (3D) vision. MATERIALS AND METHODS This qualitative study involved 21 students from the second and fourth years of a 5-year BDS program. They first performed three operative tasks in virtual reality (VR) training sessions using both 2D and 3D vision. Subsequently, they participated in one of four online focus group discussions (FGDs). The FGDs were recorded and transcribed, and the data obtained from the transcriptions were coded and thematically analyzed. RESULTS Three main themes emerged from the focus groups. With regard to their perceptions of 2D and 3D vision, most of the participants preferred 3D over 2D vision, mainly due to an improved ability to perceive depth. With regard to the theme of practicing 3D vision in the VR environment, some participants performed their tasks faster with 3D vision than with 2D vision, while others did not perceive any difference between them. Under the same main theme, some participants experienced headaches and eye fatigue with 3D vision. With regard to their perception of technical aspects, with 3D glasses, the participants experienced unpleasant sensations and saw darker images. CONCLUSION All the participants placed greater value on practicing with 3D than with 2D vision in the VR environment. They believed that VR training should be used in the early years of dental education as an adjunct to the phantom head as it helps students acquire the skills needed by dental professionals.
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Affiliation(s)
- Sarah Nassief
- College of Dental Medicine, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Huda Al Ali
- Qassim Health Cluster, Unayzah, Saudi Arabia
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
| | - Ashley Towers
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
| | - James Field
- School of Dentistry, Cardiff University, Cardiff, UK
| | - Nicolas Martin
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
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Lee M, An SY, Ihm J. Dental Students' Satisfaction With Web-Based Learning During the Initial Phase of the COVID-19 Pandemic: Mixed Methods Study. J Med Internet Res 2024; 26:e50278. [PMID: 38457808 PMCID: PMC10960219 DOI: 10.2196/50278] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2023] [Revised: 11/07/2023] [Accepted: 02/04/2024] [Indexed: 03/10/2024] Open
Abstract
BACKGROUND The COVID-19 pandemic has precipitated an accelerated shift in education, moving from traditional learning to web-based learning. This transition introduced a notable transactional distance (TD) between the instructors and learners. Although disease control and staff and students' safety are the top priorities during a pandemic, the successful delivery of education is equally crucial. However, the ramifications of this swift transition are particularly critical in the context of dental education. Dental education is inherently practice oriented, necessitating hands-on training and manual skills development, which poses unique challenges to distance learning approaches. OBJECTIVE This study aims to examine dental students' web-based learning satisfaction and experience of TD, investigate the predictors of web-based learning satisfaction, and explore the perceptions of students about the advantages and disadvantages of web-based learning. METHODS This study explored the factors associated with web-based learning satisfaction using TD theory during the transition to web-based education. Psychological factors that could influence satisfaction were adapted from the health belief model. We conducted a cross-sectional web-based survey of 345 dental students from 2 institutions in South Korea who were enrolled in the spring semester of 2020. Data were collected between July 8 and September 14, 2020. Qualitative analysis was used to examine responses to open-ended questions concerning perceptions of web-based learning. RESULTS A multivariate hierarchical linear regression model was used to analyze the effects of student characteristics, TD, and psychological factors (ie, perceived risk of infection and efficacy belief of web-based learning) on web-based learning satisfaction. The average score for web-based learning satisfaction was 3.62 (SD 0.84), just above the midpoint of the possible range (1-5). Self-regulated learning (β=0.08; P=.046), learner-instructor interaction (β=0.08; P=.03), and learner-content interaction (β=0.64; P<.001) were associated with higher levels of satisfaction. Moreover, a significant association was revealed between high efficacy beliefs in web-based learning (β=0.20; P<.001) and satisfaction. Although the learning structure (synchronous vs asynchronous) did not exhibit a significant association with satisfaction, the qualitative analysis results revealed that each structure possesses distinct strengths and weaknesses. The students in synchronous learning (79/345, 22.9%) recognized heightened autonomy in the "learning environment" (19/79, 24%); however, technical issues (28/79, 35%) and reduced concentration (15/79, 19%) were identified as downsides. Conversely, the students in asynchronous settings (266/345, 77.1%) emphasized unlimited access to learning content (74/266, 27.8%) and the flexibility of "learning in preferred time" (69/266, 25.9%). Nevertheless, challenges, such as self-management difficulties (66/266, 24.8%) and limited interactions (55/266, 20.7%), were evident. CONCLUSIONS The findings suggest that efforts to minimize TD, facilitating self-regulated learning and interaction among students and instructors, are critical for achieving web-based learning satisfaction. Moreover, establishing a common understanding among students regarding the necessity and efficacy of web-based learning during epidemics could enhance their satisfaction.
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Affiliation(s)
- Minjung Lee
- Yale School of Nursing, Yale University, New Haven, CT, United States
| | - So Youn An
- College of Dentistry, Wonkwang University, Iksan, Republic of Korea
| | - Jungjoon Ihm
- Dental Research Institute, School of Dentistry, Seoul National University, Seoul, Republic of Korea
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Elemam RF, El Swiah JM, Durda AO, Hegazy NN. Cross-sectional study of attitudes toward online continuing dental education in Libya during the COVID-19 pandemic. PLoS One 2024; 19:e0296783. [PMID: 38198489 PMCID: PMC10781111 DOI: 10.1371/journal.pone.0296783] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Accepted: 12/19/2023] [Indexed: 01/12/2024] Open
Abstract
During the COVID-19 pandemic, many educational institutions switched to e-learning educational platforms. This approach was essential but raised challenges, particularly in training practitioners for medical emergencies. This approach not only led to global challenges and a need for rapid adaptation, but also raised inequities across countries, with some facing far more technical challenges than others. In Libya, low investment in education technology and unpredictable internet connectivity limited its integration into schools and universities even before the pandemic. The current study reports feedback from an online continuing dental education (CDE) course for dental practitioners that was developed emergently during the pandemic and aimed to address the challenges posed by Libya's internet environment. Participants were recruited through social media and received an 8-hour online CDE course consisting of three modules. Participants were invited to complete a pre-course demographic/informational survey on a Google form. After passing all modules, students were prompted to complete a post-course survey consisting of 23, five-point Likert scale questions. Respondents included 43 females (74.1%) and 15 males (25.9%). For ~50% of the cohort (n = 32), this was their first online clinical course. 87.9% of post-course participants rated the course as a positive learning experience, while 90.9% agreed their learning outcomes had been achieved. Most participants (97%) agreed the course instructor explained all concepts clearly. In total, 81.8% agreed that the technology effectively supported their learning. Most agreed that a clear demarcation between each course module existed and that the language and depth of the material were adequate. Some students reported technical difficulties, and 33.3% saw repetitions in the modules. However, all post-course respondents said they would recommend the online course to colleagues. Libyan dental practitioners showed high satisfaction levels towards the e-learning process, course content, instructors' attitudes, and overall e-learning experience despite the inherent e-learning challenges posed in this country.
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Affiliation(s)
- Ranya F. Elemam
- Department of Restorative Dental Sciences, Gulf Medical University, Ajman, UAE
| | - Jamal M. El Swiah
- Faculty of Dentistry, Conservative Dentistry and Endodontics Department, Misurata University, Misurata, Libya
| | | | - Nagwa N. Hegazy
- Faculty of Medicine, Department of Family Medicine, Menoufia University, Menoufia, Egypt
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Baik KM. Digital evaluation of occlusal reduction of metal crown preparations in students in the COVID-19 era: A cross-sectional study. Saudi Dent J 2023; 35:1023-1028. [PMID: 38107048 PMCID: PMC10724357 DOI: 10.1016/j.sdentj.2023.08.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2023] [Revised: 08/13/2023] [Accepted: 08/16/2023] [Indexed: 12/19/2023] Open
Abstract
Introduction Occlusion of extra-coronal restorations depends on the reduction achieved during crown preparation. Ensuring adequate reduction is therefore essential for the success of the final restoration. The objective of this study was to digitally quantify the occlusal reduction performed by preclinical undergraduate dental students and to compare their performance across the year and using a hybrid teaching approach developed because of the COVID-19 pandemic. Methods Eighty full metal crown preparations on typodonts were scanned using the KaVo Arctica 3D Optical scanner. Occlusal reduction was measured using Autodesk Fusion 360 v2.0 by superimposing an unprepared tooth over the preparation and taking measurements at six occlusal points (mesio-buccal (MB), disto-buccal (DB), mesio-lingual (ML), disto-lingual (DL), mesial fossa (MF), and distal fossa (DF)). A general linear model was used to compare student performance in the mid vs final year exams and in 2018/19 vs 2020/2021. Results The adequacy of occlusal reduction was variable. Occlusal reductions of the MF (p = 0.014) and DF (p = 0.011) were significantly lower in the final exam than the mid-year exam in 2018/2019. There was also occlusal under-reduction at all six occlusal points in 2020/2021 compared with 2018/2019. Conclusions Students must be encouraged to use verification guides throughout the procedure to ensure adequate reductions. These verification methods can be as simple as putty indices or as advanced as optical scanners. The use of verification methods alongside a hybrid virtual and live teaching approach may guarantee the best results.
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Affiliation(s)
- Khadijah M. Baik
- Oral and Maxillofacial Prosthodontics Department, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
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Zhang XY, Arata Found A, Butler S. Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students' Perspective. JMIR Form Res 2023; 7:e45311. [PMID: 37938882 PMCID: PMC10666021 DOI: 10.2196/45311] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Revised: 08/14/2023] [Accepted: 10/06/2023] [Indexed: 11/10/2023] Open
Abstract
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.
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Affiliation(s)
- Xi Yue Zhang
- Schulich School of Medicine and Dentistry, Western University, London, ON, Canada
| | - Anelyse Arata Found
- Schulich School of Medicine and Dentistry, Western University, London, ON, Canada
| | - Sheila Butler
- Schulich School of Medicine and Dentistry, Western University, London, ON, Canada
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Ahmad MS, Asban MA, Mohd Salleh NSA, Mohd Sarmin N'I, Abd Rahman ANA. Perceptions of interprofessional education among Malaysian clinical healthcare students. SPECIAL CARE IN DENTISTRY 2023; 43:815-823. [PMID: 36018716 DOI: 10.1111/scd.12770] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2022] [Revised: 07/31/2022] [Accepted: 08/03/2022] [Indexed: 11/30/2022]
Abstract
INTRODUCTION Interprofessional education (IPE), which is aimed at improving the quality of patient care and overall health outcome, has been advocated to prepare future healthcare professionals for collaborative practice OBJECTIVES: This study aimed to investigate the perceptions of IPE among clinical healthcare students at a Malaysian institution METHODS: A validated questionnaire, developed from previous studies, was distributed online to selected final year students of 10 clinical programs from medical, dental, pharmacy and health sciences faculties (n = 501). Quantitative data was analyzed via chi-square test (significance value p < .05) using social sciences software (SPSS). RESULTS The overall response rate was 76.4% (n = 383). About 63.2% of respondents reported having experienced IPE. This experience took place in lectures (32.1%) and online courses/webinars (36.2%). The majority of respondents provided positive feedback on various aspects of IPE. There was an insignificant difference among respondents across all programs in terms of their perception of its importance and effectiveness as well as their own preference for multidisciplinary lectures as a mode to conduct IPE. Most students agreed that challenges in conducting IPE include time constraints (83%), communication difficulties (70.8%), and lack of skills (57.4%), with no significant difference across programs. Students opined that IPE was beneficial in providing exposure to other disciplines, encouraging peer interactions, developing new skills, and improving overall learning experience. However, some reported challenges in integrating with other students, while others cited compromised experience due to problems with crowd control CONCLUSION: Students' support for IPE has positive implications for future implementation and highlights areas for improvement and further development.
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Affiliation(s)
- Mas Suryalis Ahmad
- Faculty of Dentistry, Universiti Teknologi MARA, Selangor Branch, Sungai Buloh Campus, Sungai Buloh, Malaysia
| | - Muhammad Asyrani Asban
- Faculty of Dentistry, Universiti Teknologi MARA, Selangor Branch, Sungai Buloh Campus, Sungai Buloh, Malaysia
| | | | - Nurul 'Izzah Mohd Sarmin
- Faculty of Dentistry, Universiti Teknologi MARA, Selangor Branch, Sungai Buloh Campus, Sungai Buloh, Malaysia
| | - Aida Nur Ashikin Abd Rahman
- Faculty of Dentistry, Universiti Teknologi MARA, Selangor Branch, Sungai Buloh Campus, Sungai Buloh, Malaysia
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Zhang Y, Liu J, Liang J, Lang J, Zhang L, Tang M, Chen X, Xie Y, Zhang J, Su L, Wang X. Online education isn't the best choice: evidence-based medical education in the post-epidemic era-a cross-sectional study. BMC MEDICAL EDUCATION 2023; 23:744. [PMID: 37817252 PMCID: PMC10563228 DOI: 10.1186/s12909-023-04746-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Accepted: 10/04/2023] [Indexed: 10/12/2023]
Abstract
BACKGROUND The COVID-19 pandemic led many educational institutions to shift to online courses, making blended education a significant trend in teaching. We examined the effectiveness of blended learning in an evidence-based medicine course. METHODS We compared the examination scores of a blended learning group, an online only group, and a traditional offline group and conducted a questionnaire survey on students' preferences for different learning modes and the reasons for their preferences. A total of 2100 undergraduate students in clinical medicine were included in this cross-sectional study. Examination results were collected, and questionnaires were administered to the study participants. We compared the mean scores and exam pass rates of the three teaching groups using ANOVA and c2test for multiple comparisons. RESULTS The blended group's exam scores and pass rate were significantly higher than those of the offline and online groups. Furthermore, 71.6% preferred the blended teaching mode. In the survey on " learning effectiveness", the majority of the students believed that blended education could better enhance the initiative of learning, the interest of the course, the pertinence of the learning content, the comprehension of evidence-based medical thinking, and the basic skills of evidence-based practice. Subsequently, in a questionnaire administered to a blended group of students, their foremost reason for liking online instruction was 'flexible in time and space' (99%), followed by 'can be viewed repeatedly, facilitating a better understanding of knowledge points' (98%). Their foremost reason for liking offline teaching was 'helps to create a good learning atmosphere' (97%), followed by 'teachers can control students' learning status in real time' (89%). CONCLUSIONS This study explored the effectiveness of learning in evidence-based medicine courses by comparing the learning outcomes and personal perceptions of three different teaching modes. This is the first cross-sectional study in which three different teaching models are compared and discussed in an evidence-based medicine course. We also elaborate on the specific instructional protocols for each model. This study shows that using a blended education approach in evidence-based medicine courses can improve students' learning motivation, autonomy, and satisfaction. It also enhances instructional efficiency, thereby improving students' understanding of the course content.
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Affiliation(s)
- Yi Zhang
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China.
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China.
| | - Jiarui Liu
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- School of Public Health, Guizhou Medical University, No. 6, Ankang Avenue, Machang Town, Guian New District, Zunyi, Guizhou Province, China
| | - Jun Liang
- School of Chemical Engineering and Light Industry, Guangdong Industry Polytechnic, Guangzhou, Guangdong, 510300, China
| | - Jie Lang
- Enrollment and Employment Office, Zunyi Medical University, Zunyi, Guizhou, 563099, China
| | - Lijia Zhang
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
| | - Mingwen Tang
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
| | - Xinyu Chen
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
| | - Yan Xie
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
| | - Jianlin Zhang
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
| | - Liyu Su
- Department of Hygiene Toxicology, School of Public Health, Zunyi Medical University, Zunyi, Guizhou, 563000, China
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China
| | - Xin Wang
- Key Laboratory of Maternal & Child Health and Exposure Science of Guizhou Higher Education Institutes, Zunyi Medical University, Zunyi, Guizhou, 563000, China.
- Department of Orthopaedic Surgery, Affiliated Hospital of Zunyi Medical University, Zunyi, Guizhou, 563003, China.
- Guizhou Provincial Key Laboratory of Medicinal Biotechnology in Colleges and Universities, Zunyi Medical University, Zunyi, Guizhou, 563000, China.
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Di Carvalho Melo L, Bastos Silveira B, Amorim dos Santos J, de Cena JA, Damé‐Teixeira N, Martins MD, De Luca Canto G, Guerra ENS. Dental education profile in COVID-19 pandemic: A scoping review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:252-261. [PMID: 35368144 PMCID: PMC9111493 DOI: 10.1111/eje.12798] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 01/18/2022] [Accepted: 03/08/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION This scoping review aimed to determine the frequency of different teaching methodologies, tools and platforms applied in dental education during the COVID-19 pandemic. MATERIALS AND METHODS The search strategy was performed in six databases and grey literature. A total of 28 questionnaire-based studies were included, without language or time restriction, from 20 different countries. RESULTS Six thousand five hundred sixty-five participants were assessed: 84% undergraduates, 9% of faculty members, 5% of postgraduate students/residents/trainees and 2% of dental schools/residency programs. The pooled eligible data for teaching methodologies were 62% of a combination of different methods (95% CI, 35.5% to 82.3%), 23% a combination of synchronous and asynchronous formats (95% CI, 8.2% to 50.2%) and 15% for only synchronous lectures (95% CI, 4.3% to 42.2%). The reported tools were laptops (40%), smartphones (40%), tablets (40%), desktops (20%), Blackboard (20%), Respondus Lockdown Browser (20%), eProctor (20%) and PowerPoint (20%). The most used platforms were Zoom (70.6%), Microsoft Teams (23.5%) and Cisco Webex (23.5%). A better time management (17.9%; 95% CI, 7.9% to 35.6%) and the possibility of revision with additional notes (14.3%; 95% CI, 5.7% to 31.5%) was the greatest advantages related to dental e-learning, while the increased levels of anxiety/stress/burnout/exhaustion (35.7%; 95% CI, 21% to 54.2%) and internet connection problems (35.7%; 95% CI, 21% to 54.2%) was the most cited disadvantages. CONCLUSION This scoping review showed promising blended teaching methodologies, tools and platforms in the dental education profile. The evidence suggests that e-learning technologies can widely contribute to dental education during the COVID-19 pandemic. Therefore, this study makes a major contribution to research by assessing the impact of COVID restrictions on dental education and further studies are needed to identify how restrictions in dental practice will affect future professionals.
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Affiliation(s)
| | - Bruna Bastos Silveira
- Department of Dentistry, School of Health SciencesUniversity of BrasíliaBrasíliaBrazil
| | | | - Jessica Alves de Cena
- Department of Dentistry, School of Health SciencesUniversity of BrasíliaBrasíliaBrazil
| | - Nailê Damé‐Teixeira
- Department of Dentistry, School of Health SciencesUniversity of BrasíliaBrasíliaBrazil
| | - Manoela Domingues Martins
- Department of Oral Pathology, Faculty of DentistryFederal University of Rio Grande do SulPorto AlegreBrazil
| | - Graziela De Luca Canto
- Department of Dentistry, Brazilian Centre for Evidence‐Based ResearchFederal University of Santa CatarinaFlorianópolisBrazil
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Main PAE, Anderson S. Evidence for continuing professional development standards for regulated health practitioners in Australia: a systematic review. HUMAN RESOURCES FOR HEALTH 2023; 21:23. [PMID: 36941655 PMCID: PMC10026429 DOI: 10.1186/s12960-023-00803-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Accepted: 02/15/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Health practitioner regulators throughout the world use continuing professional development (CPD) standards to ensure that registrants maintain, improve and broaden their knowledge, expertise and competence. As the CPD standard for most regulated health professions in Australia are currently under review, it is timely that an appraisal of the evidence be undertaken. METHODS A systematic review was conducted using major databases (including MEDLINE, EMBASE, PsycInfo, and CINAHL), search engines and grey literature for evidence published between 2015 and April 2022. Publications included in the review were assessed against the relevant CASP checklist for quantitative studies and the McMaster University checklist for qualitative studies. RESULTS The search yielded 87 abstracts of which 37 full-text articles met the inclusion criteria. The evidence showed that mandatory CPD requirements are a strong motivational factor for their completion and improves practitioners' knowledge and behaviour. CPD that is more interactive is most effective and e-learning is as effective as face-to-face CPD. There is no direct evidence to suggest the optimal quantity of CPD, although there was some evidence that complex or infrequently used skills deteriorate between 4 months to a year after training, depending on the task. CONCLUSIONS CPD is most effective when it is interactive, uses a variety of methods and is delivered in a sequence involving multiple exposures over a period of time that is focused on outcomes considered important by practitioners. Although there is no optimal quantity of CPD, there is evidence that complex skills may require more frequent CPD.
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Affiliation(s)
| | - Sarah Anderson
- Research and Evaluation Team, Australian Health Practitioner Regulation Agency, Melbourne, VIC, Australia.
- School of Allied Health, Human Services and Sport , La Trobe University, Bundoora, VIC, Australia.
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Kim HH, Lee JH, Ha SR, Choi YS. Implementation of CAD/CAM program in a nonface-to-face classroom environment due to the COVID-19 pandemic. J Dent Educ 2023; 87:198-207. [PMID: 36176031 DOI: 10.1002/jdd.13112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2022] [Revised: 08/15/2022] [Accepted: 08/31/2022] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVES This study aimed to evaluate a nonface-to-face crown designing module in a preclinical dental course. METHODS Free dental planning software (Blue Sky Plan) was installed on the personal computers of dental college students, and a #46 full veneer crown designing practice was performed individually. An online survey was conducted on the computers' specification and main usage of the students, the practice process, and results. Statistical analysis was conducted to analyze the association between variables, such as "operating system," "central processing unit ," "number of cores," "random-access memory (RAM)," "graphic card," and task performance. RESULTS Of the D2 students, 75.4% (52 of 69) responded to the survey. Overall, 96% of the respondents used their computers, and all respondents had no problem running the program. Most of the students marked their level of computer literacy as intermediate and had purchased the computers for the purpose of performing light work. The most common specifications of the computer were Intel i5, quad core, 8 GB RAM, and Windows 10. Students had little experience with computer-aided design/computer-aided manufacturing before the class. The relationship between computer specifications and task performance was not statistically significant. CONCLUSIONS Overall, students with intermediate-level computer literacy used computers with less than the recommended specifications of the program; however, they were able to run the program and individually proceed with modules to submit results. Using an individually available crown designing program can provide an opportunity to diversify curricula and broaden students' perspectives even under circumstances like the COVID-19 pandemic that limits intimate face-to face classes.
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Affiliation(s)
- Hyun-Hwi Kim
- Department of Prosthodontics, College of Dentistry, Dankook University, Cheonan-si, Republic of Korea
| | - Jong-Hyuk Lee
- Department of Prosthodontics, College of Dentistry, Dankook University, Cheonan-si, Republic of Korea
| | - Seung-Ryong Ha
- Department of Prosthodontics, College of Dentistry, Dankook University, Cheonan-si, Republic of Korea
| | - Yu-Sung Choi
- Department of Prosthodontics, College of Dentistry, Dankook University, Cheonan-si, Republic of Korea
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Alam BF, Bashir R, Hussain T, Abbas T, Malik SA, Jan SH, Khurshid M. Online vs. traditional learning: A comparative analysis of student's responses during COVID-19. Work 2023; 74:21-29. [PMID: 36214029 DOI: 10.3233/wor-220082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023] Open
Abstract
BACKGROUND The coronavirus 2019 (COVID-19) pandemic had a major impact on the educational institutes globally and resulted in the transition from traditional educational systems to online electronic learning methods. OBJECTIVE This study endeavored to address and compare the dental student's understanding regarding the Oral Biology course by assessing their knowledge and skills between the students enrolled during 2020 (online teaching) and 2021 (face-to-face teaching). This study also aimed to assess the perception of dental students regarding the virtual mode of teaching. METHODS This quasi-experimental study evaluated students from two years, in which a retrospective group of dental students enrolled during the academic year 2020 were compared with a prospective experimental group enrolled during the academic year 2021. Knowledge and skills for both years were compared. This comprised of theoretical and practical component. Students also completed a questionnaire that assessed student's perception regarding online teaching. RESULTS A total of 98 students of Bahria University Dental College participated. A comparison between grade scores of online and traditional learning groups reported statistically significant differences (p = 0.05*) with regards to short answer question types, viva or verbal questions (p = 0.016*). Strong correlations were observed via the multivariable analysis. All correlations were statistically significant at p < 0.01 level. Learning satisfaction was not satisfactorily observed by the online learning group. CONCLUSION It can be concluded that despite the disruption that the educational sector had to face due to the COVID-19 pandemic, based on the differences in the subjective domain scores, students appeared to like on-campus teaching more than the online teaching, as most students found online learning to be stressful and were quite unsatisfied. However, the difference in mode of teaching did not affect the knowledge and skills of the dental students.
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Affiliation(s)
- Beenish Fatima Alam
- Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan
| | - Raima Bashir
- Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan
| | - Talib Hussain
- Department of Oral Biology, Women Medical College, Abbottabad, Pakistan
| | - Tanveer Abbas
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
| | - Sidra Azeem Malik
- Department of Periodontology, Margalla Institute of Health Sciences, Islamabad, Pakistan
| | - Syed Hassan Jan
- Department of Oral Biology, Frontier Medical and Dental College, Abbottabad, Pakistan
| | - Maryam Khurshid
- Department of Periodontology, Women Medical College, Abbottabad, Pakistan
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Skapetis T, Cheema S, El Mustapha M. Evaluation of clinical versus non-clinical continuing education in terms of preferences and value for oral healthcare workers. MEDICAL EDUCATION ONLINE 2022; 27:2125630. [PMID: 36124488 PMCID: PMC9518277 DOI: 10.1080/10872981.2022.2125630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 06/22/2022] [Accepted: 09/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Continuing professional development (clinical) and continuing education (non-clinical) is fundamental to education and self-improvement of all categories of staff within a large healthcare facility. AIM This study sought to examine the attendance preferences and perceived value of clinical and non-clinical oral healthcare workers towards clinical continuing professional development (CPD) and non-clinical, continuing education (CE) activities. METHODS A retrospective cross-sectional survey design was used capturing 8640 self-reported evaluations collected across 8 successive years and 160 CPD and CE activities in a large dental hospital. Analysis was performed using descriptive statistics including mean scores, independent t-test and cross tabulations using chi-square. RESULTS A strongly significant association (p < 0.001) was found between attendee position type (clinical or non-clinical) and attendance preference to either clinical or non-clinical education. Dental assistants, compared to Dentist/Specialist (p < 0.001) found the programs more accurate, relevant, improved their knowledge, would use what was learned and rated the sessions higher overall. Clinical CPD was deemed more relevant (p = 0.025) and improved knowledge (p = 0.01) while non-clinical CE had higher presenter quality (p < 0.001) and overall mean scores (p = 0.015). CONCLUSION There was a preference towards attending clinical CPD over non-clinical CE, by not only clinical, but also non-clinical oral healthcare workers. Non-clinical CE was scored higher by both clinical and non-clinical participants and should therefore be considered for inclusion in CPD education programs with similar settings.
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Affiliation(s)
- Tony Skapetis
- Sydney Dental School, Faculty of Medicine and Health, University of Sydney, Westmead Campus, Sydney, NSW, Australia
- Division of Oral Health, Western Sydney Local Health District, Sydney, NSW, Australia
| | - Simran Cheema
- Sydney Dental School, Faculty of Medicine and Health, University of Sydney, Westmead Campus, Sydney, NSW, Australia
| | - Mariam El Mustapha
- Sydney Dental School, Faculty of Medicine and Health, University of Sydney, Westmead Campus, Sydney, NSW, Australia
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Li L, Wang Q, Li J. Examining continuance intention of online learning during COVID-19 pandemic: Incorporating the theory of planned behavior into the expectation-confirmation model. Front Psychol 2022; 13:1046407. [PMID: 36467152 PMCID: PMC9714496 DOI: 10.3389/fpsyg.2022.1046407] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Accepted: 10/26/2022] [Indexed: 12/18/2023] Open
Abstract
COVID-19 pandemic has tremendously affected many industries in the world, including higher education. To cope with changes in the pandemic, online learning has become a prevalent means for university students to receive education. Based on the expectation-confirmation model (ECM) and the theory of planned behavior (TPB), this study aims to develop an integrated model, consisting of confirmation, perceived usefulness, satisfaction, perceived enjoyment, subjective norm, perceived behavioral control, and continuance intention instruments, to predict Chinese university students' continuance intention toward online learning. Using convenience sampling, we enrolled full-time university students who have used online-learning platforms in November 2020. Data collected from 493 Chinese university students were analyzed by confirmatory factor analysis (CFA) and structural equation model (SEM) to test the model and hypotheses. All measurements of constructs used in this study are adapted by previous studies. The results show that perceived satisfaction, subjective norms, and perceived behavioral control were significantly associated with the continuance intention of online learning. Furthermore, the two components of the expectation-confirmation model (ECM), perceived usefulness and perceived enjoyment, have a significant impact on the satisfaction of online learning. Notably, although confirmation of expectations had no direct impact on satisfaction, it was positively associated with perceived usefulness and perceived enjoyment. Implications and limitations were discussed.
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Affiliation(s)
- Li Li
- School of Journalism, Yunnan University, Kunming, China
| | - Qing Wang
- School of Journalism and Communication, Jinan University, Guangzhou, China
| | - Jinhui Li
- School of Journalism and Communication, Jinan University, Guangzhou, China
- National Media Experimental Teaching Demonstration Center, Jinan University, Guangzhou, China
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15
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Almuzian M, Khan H, Mheissen S, Wertheimer MB. Global survey to assess preferences for attending virtual orthodontic learning sessions. Am J Orthod Dentofacial Orthop 2022; 162:728-734.e9. [PMID: 36008238 DOI: 10.1016/j.ajodo.2021.07.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 07/01/2021] [Accepted: 07/01/2021] [Indexed: 11/01/2022]
Abstract
INTRODUCTION Nowadays, there is a tremendous increase in the conducting of virtual orthodontic learning sessions (VOLSs). This study aimed to investigate the fundamental technical and settings aspects of VOLSs. METHODS Three thousand orthodontic residents and specialists worldwide were invited via e-mail to complete an anonymous survey, including 23 prevalidated questions. Reminders were sent at 2-week intervals. When the sample size was reached, the survey was locked. Descriptive and inferential statistics were performed. RESULTS Two hundred ninety-four males and 299 females of various age groups completed the survey; 61.9% of the participants opted to view the speaker's live video and the presentation's screen concurrently. Participants favored a speaker/screen ratio of 1:6 (57.5%), e-housekeeping before VOLSs (58%), appointed moderators for each VOLS (8.31 out of 10; 95% CI: 8.13, 8.48), and a nondistractive virtual background for the speakers/moderators (21.9%). Participants supported broadcasting before the start of the lecture of the VOLS (6.7 out of 10; 95% CI: 6.50, 6.95), with this being significantly influenced by the gender of participants and their continent of residence (P <0.001). Only 17.4% opted against live streaming of the VOLSs. Muting the attendees' microphones (90.5%) and having their videos switched off (62.39%) was preferable; 49.4% used their personal computers to view the lecture, whereas 27.5% used mobile phones. A webinar of 60-90 minutes duration was preferred by 76.6% of the VOLSs participants; 53.1% of the participants opted for a questions and answers session at the end of VOLSs. CONCLUSIONS Organizers should take into consideration the impact of the digital body language of the speaker, the role of the moderator, cultural background, and privacy concerns of the attendees while organizing VOLSs. Orthodontic clinicians prefer to spend 60-90 minutes attending an interactive online session in which they can raise their questions during and at the end of the VOLSs.
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Affiliation(s)
- Mohammed Almuzian
- Specialist Orthodontist, Private practice, Edinburgh, United Kingdom
| | - Haris Khan
- CMH Institute of Dentistry Lahore, National University of Medical Sciences, Punjab, Pakistan
| | - Samer Mheissen
- Syrian Board in Orthodontics, Private practice, Damascus, Syria.
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Li B, Cheng L, Wang H. Challenges and Opportunities for Dental Education from COVID-19. Dent J (Basel) 2022; 10:dj10100188. [PMID: 36285998 PMCID: PMC9600572 DOI: 10.3390/dj10100188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 09/24/2022] [Accepted: 09/30/2022] [Indexed: 11/16/2022] Open
Abstract
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.
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Affiliation(s)
- Bolei Li
- State Key Laboratory of Oral Diseases, West China School of Stomatology, National Clinical Research Center for Oral Diseases, Sichuan University, Chengdu 610041, China
- Department of Operative Dentistry and Endodontics, West China School of Stomatology, Sichuan University, Chengdu 610041, China
| | - Lei Cheng
- State Key Laboratory of Oral Diseases, West China School of Stomatology, National Clinical Research Center for Oral Diseases, Sichuan University, Chengdu 610041, China
- Department of Operative Dentistry and Endodontics, West China School of Stomatology, Sichuan University, Chengdu 610041, China
| | - Haohao Wang
- State Key Laboratory of Oral Diseases, West China School of Stomatology, National Clinical Research Center for Oral Diseases, Sichuan University, Chengdu 610041, China
- Department of Operative Dentistry and Endodontics, West China School of Stomatology, Sichuan University, Chengdu 610041, China
- Correspondence:
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Almuzian M, Mheissen S, Wertheimer MB, Khan H. Global survey to assess preferences for attending virtual orthodontic learning sessions: Pre-webinar settings. J Orthod 2022; 50:157-165. [PMID: 36127819 DOI: 10.1177/14653125221124622] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
OBJECTIVES To assess technical factors and audience preferences before attending orthodontic online learning activity, the demand for which increased dramatically in the era of the COVID-19 pandemic. DESIGN Cross-sectional study. SETTING Online survey. PARTICIPANTS Global orthodontic residents and specialists. METHODS A validated and anonymous survey comprising 17 online questions was sent to 3000 individuals. The data were collected three months later. Descriptive statistics and non-parametric tests were applied. RESULTS The participants' response rate was 19.9%, with almost equal gender participation. Most of the responders were based in Asia (51.4%). Almost half of the participants were aged 25-35 years with less than 5 years of clinical experience. Regardless of the age, gender or global distribution, 57.3% of respondents opted to share limited personal information with the host. One-third of the respondents preferred receiving webinar reminders via email, ideally a day and/or one hour before the webinar, especially being exportable to their calendars. Age played a major role in shaping this trend, as young participants favoured the one hour (1-h) pre-webinar reminder more than other age groups (P=0.02). Receiving information about the speaker, learning outcomes and pre-webinar reading material (WRM) were preferable, particularly among young participants in comparison with the older age groups (P<0.05). Male participants from Asia and Africa preferred to attend online lectures during the mid-evening on weekends compared with women who were in favour of early evening sessions (P<0.05). CONCLUSION It must be borne in mind during the interpretation of the results that the data were collected during the COVID-19 pandemic. It is important to take into consideration the gender, age, cultural background and level of experience while setting up virtual orthodontic learning sessions. Organisers need to tailor their events to meet the needs of the attendees.
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Affiliation(s)
| | | | | | - Haris Khan
- CMH Institute of Dentistry Lahore, National University of Medical Sciences, Punjab, Pakistan
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Antoniadou M, Rahiotis C, Kakaboura A. Sustainable Distance Online Educational Process for Dental Students during COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:9470. [PMID: 35954826 PMCID: PMC9368722 DOI: 10.3390/ijerph19159470] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 07/25/2022] [Accepted: 07/26/2022] [Indexed: 02/06/2023]
Abstract
In this study, we evaluated the perception of distance online learning in undergraduate dental students in two different European countries during the second lockdown of the COVID-19 pandemic to explore sustainable undergraduate educational and examination e-learning forms. Dental students from Dental school of Athens, National and Kapodistrian university of Athens (N1_3rd preclinical year = 131, N2_4th clinical year = 119) and Dental school of Copenhagen (3rd preclinical year N3 = 85) completed the mixed-designed Dental e-Learning process Questionnaire (DeLQ) distributed in a google form. Responses to closed-ended questions were collected on a five-point Likert scale. Descriptive statistics were applied, and non-parametric Kruskal-Wallis tests were used to examine student groups. N1 (90% strongly agree) students reported that "e-learning is a suitable education method for theory in dentistry" at a significant level and more often than N2 (43% strongly disagree). N1 and N2 students strongly agreed that they preferred face-to-face teaching rather than distance e-learning. A relatively low number of N1 (31%) students believed that e-learning prepares them sufficiently for their practical training while none of the (0%) N2 cohort agreed. A low percentage of students in both years (N1 = 31%, N2 = 23%) believed that e-learning prepared them for their exams. Additionally, N1 = 60% and N2 = 66% preferred hybrid learning. Only 26% (N1) and 19.5% (N2) desired e-learning to continue after the COVID-19 pandemic. Nearly half of the participants believed the online exam model to be unreliable (N1 = 49%, N2 = 43%). Overall, students considered distance e-learning as an educational method applicable only to theoretical lessons. However, the lack of physical communication and interaction in distance learning led students to prefer a blended method. Students of the two faculties seemed to agree on many points, but there were also specific differences attributable to the differences in the programs and educational culture of the two countries.
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Affiliation(s)
- Maria Antoniadou
- Department of Operative Dentistry, National and Kapodistrian University of Athens, 11527 Athens, Greece; (C.R.); (A.K.)
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U.S. Election 2020: Intentions to Participate in Political Crowdfunding during COVID-19 Pandemic. ADMINISTRATIVE SCIENCES 2022. [DOI: 10.3390/admsci12030077] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/07/2022] Open
Abstract
Participation in the political process is the fundamental right and responsibility of a citizen. Online political participation has gained popularity as it is convenient and effective. Political crowdfunding helps political candidates and parties pledge funds, usually small, from a large population and seek support through marketing campaigns during elections. In November 2020, when there were presidential elections in the US and the world was facing a global pandemic from COVID-19, political crowdfunding was a helpful method to communicate the political agenda and seek funding. The study aims to examine the intentions of US citizens to participate in political crowdfunding amid the COVID-19 pandemic. The study will integrate two models—the theory of planned behavior and civic voluntarism model—to check intentions and, in addition, the influence of COVID-19. The data were collected from 529 respondents from the US before the elections. The data were analyzed through a partial least squared structural equation modeling technique with SmartPLS 3.2. The results suggested that political efficacy and online community engagement have a positive influence on the intention to participate in political crowdfunding. Further, all three factors of TPB have a significant positive influence on intention. The perceived threat variable of COVID-19 does impact the attitude towards political crowdfunding. The study will be helpful for crowdfunding platforms and political contenders to examine the factors that can help them to seek maximum funds from the public and, at the same time, examine the effectiveness of their political communications.
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Factors Influencing Parents’ Intention on Primary School Students’ Choices of Online Learning during and after the COVID-19 Pandemic in China. SUSTAINABILITY 2022. [DOI: 10.3390/su14148269] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
Since the COVID-19 outbreak, online learning has become the norm. Primary school students require parental assistance and supervision due to their lack of digital media capabilities and safety concerns. This study uses the mixed research method to process and analyze the interview data of 10 primary school parents and 564 questionnaire data using topic coding and partial least squares structural equation model (PLS-SEM) to explore the factors influencing primary school parents’ choice of online learning and the mechanism of these factors on choice intention. The results show that online learning continuity and learning attitude development risk are two new variables affecting parents’ cognition of online learning. They have a significant positive impact on performance evaluation and risk perception. Perceived ease of use, performance evaluation, and perceived cost affect parents’ assessment of their children’s satisfaction with online learning during the pandemic. Parents’ satisfaction with online learning positively affects their intention to choose online learning. The results of this study can provide a reference for education departments and schools on how to carry out online teaching with higher quality in case of emergencies.
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Garcia PPNS, de Souza Ferreira F, Pazos JM. Stress among dental students transitioning from remote learning to clinical training during coronavirus disease 2019 pandemic: A qualitative study. J Dent Educ 2022; 86:1498-1504. [PMID: 35781642 PMCID: PMC9349613 DOI: 10.1002/jdd.13030] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Revised: 04/11/2022] [Accepted: 06/12/2022] [Indexed: 11/12/2022]
Abstract
OBJECTIVES To identify dental students' perceptions of stress over returning to in-person clinical training after remote learning required from the coronavirus disease 2019 (COVID-19) pandemic. METHODS This was a qualitative observational study. The sample was composed of undergraduate students (n = 47) in the final year of São Paulo State University, School of Dentistry, Araraquara program. The data were collected using a questionnaire created in Google Forms. The data was analyzed using the discourse of the collective subject technique. RESULTS More than half of the students (63.8%) reported experiencing stress in the transition from remote learning to clinical training. According to the students, the main causes of this stress were fear of COVID-19 infection or contamination (31.5%) and insecurity in their clinical treatment skills after having gone so long without training (25.5%). Half of the students surveyed (51.1%) exhibited at least one stress-related symptom. For most of the students (70.2%), remote learning was insufficient to prepare them for returning to in-person clinical activities. Performing laboratory pre-clinical activities prior to clinical training was the suggestion most frequently cited by the students (25.5%), as a way to avoid some of the stress associated with their return to in-person learning. The main coping strategies adopted by the students upon their return to in-person learning were making the most of their clinical training, planning cases, and studying relevant topics before treating patients (48.9%). CONCLUSION The dental students perceived high levels of stress during the transition from remote learning to clinical training.
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Affiliation(s)
| | | | - Júlia Margato Pazos
- Department of Social Dentristry, São Paulo State University (UNESP), School of Dentistry, Araraquara, Brazil
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Chisini LA, Conde MCM, Alves AM, Costa FDS. Flipped classroom and the use of role-play in the COVID-19 pandemic. BRAZILIAN JOURNAL OF ORAL SCIENCES 2022. [DOI: 10.20396/bjos.v21i00.8665368] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
Abstract
Aim: In Brazil, COVID-19 remains one of the epicenters of the pandemic, thus, presential educational activities are suspended. The study aimed to describe the approach of flipped classroom performed to provide social distancing and to maintain teaching activities during COVID-19-pandemic. Methods: Flipped Classroom was chosen to be associated with the role-play technique as a central methodology. To bring students closer to activities performed in the non-pandemic period, some actions and assessments were also role-played by Professor simulating patients in virtual meetings. Results: Although the changes in the format of the lessons, our approaches stimulated the students maintained the high frequency of students in the activities (almost 100%) providing continuity activities. Conclusions: This report can reinforce that meaningful learning can be taught by using a virtual/remote approach. However, the potential positive results observed cannot be used as an excuse to maintain remote teaching activities with the objective of cost-cutting by the institutions.
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Färber CM, Lemos M, Said Yekta-Michael S. Effect of an endodontic e-learning application on students' performance during their first root canal treatment on real patients: a pilot study. BMC MEDICAL EDUCATION 2022; 22:394. [PMID: 35606729 PMCID: PMC9124745 DOI: 10.1186/s12909-022-03463-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Accepted: 05/10/2022] [Indexed: 06/01/2023]
Abstract
BACKGROUND E-learning has found its way into dental teaching in general and endodontic teaching in particular. The present study aimed to implement a newly developed multimedia learning application and assess its effect on students' first root canal treatment on real patients. With the COVID-19 outbreak, the application's performance was investigated during the pandemic. METHODS A total of 138 students in the initial clinical endodontic course participated in this study. The control group (n = 49) followed the traditional curriculum, including practice on artificial teeth and face-to-face teaching events. In addition to the traditional curriculum, test group 1 (n = 54) had access to an endodontic e-learning application containing videos demonstrating artificial teeth and patient cases. With the COVID-19 outbreak, test group 2 (n = 35) had no face-to-face teaching; however, endodontic patient treatments were included. The quality of students' first root canal treatment on real patients was compared using performance and radiographic assessment items. Statistical analysis was done using Kruskal-Wallis and chi-squared tests. Test groups received a questionnaire to assess the learning application. Test group 2 also completed a COVID-19-specific survey to measure students' perceptions of how the pandemic affected their endodontic education. RESULTS The results of endodontic treatments were significantly better for test group 1 (P < 0.001) and 2 (P < 0.001) than for the control group. Likewise, there were significantly fewer treatment errors in test group 1 (P < 0.001) and 2 (P < 0.001). No significant differences were found between test groups 1 and 2. Students of the test groups positively evaluated the e-learning application. Students of test group 2 expressed their fear of negative impacts on their course performance. CONCLUSION The e-learning application was well-received and seemed to improve endodontic education. The results imply that the quality of education may be maintained by implementing e-learning to compensate for face-to-face teaching. As no difference was found between online and face-to-face teaching, students' and lecturers' concerns that endodontic education is suffering because of the pandemic may be eased.
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Affiliation(s)
- Christoph Maria Färber
- Department for Operative Dentistry, Periodontology and Preventive Dentistry, RWTH Aachen University, Pauwelsstrasse 30, 52074, Aachen, Germany
| | - Martin Lemos
- Audiovisual Media Center, Medical Faculty, RWTH Aachen University, Pauwelsstraße 30, 52074, Aachen, Germany
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Emin KAVAL M, KANDEMIR DEMIRCI G, Abidin ATESCI A, SARSAR F, DINDAROĞLU F, GÜNERI P, Kemal CALISKAN M. YouTubeTM as an Information Source for Regenerative Endodontic Treatment Procedures: Quality and Content Analysis. Int J Med Inform 2022; 161:104732. [DOI: 10.1016/j.ijmedinf.2022.104732] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Revised: 02/22/2022] [Accepted: 02/24/2022] [Indexed: 12/14/2022]
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25
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Shrivastava KJ, Nahar R, Parlani S, Murthy VJ. A cross-sectional virtual survey to evaluate the outcome of online dental education system among undergraduate dental students across India amid COVID-19 pandemic. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:123-130. [PMID: 33629467 PMCID: PMC8013892 DOI: 10.1111/eje.12679] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2020] [Revised: 01/13/2021] [Accepted: 02/21/2021] [Indexed: 05/03/2023]
Abstract
PURPOSE A questionnaire-based study was conducted to understand the pros and cons of online education among undergraduate dental students across India. The study was also proposed to assess the mental and physical well-being of the students amid the COVID-19 pandemic lockdown. METHODS A total of 533 undergraduate dental students across India participated in a cross-sectional study by means of virtual survey. A self-designed questionnaire was created using google forms. The questionnaire consisted of 25 questions and was divided into two parts, first, regarding the academic outcome of online dental education and second, psychological and physical well-being of the students in reference to online dental education. A descriptive statistical analysis was done using IBM SPSS statistics software. RESULTS In the present study, 91.6% students reported that the format of dental education was shifted to online lectures due to the COVID-19 pandemic. 86.4% students suggested that they preferred offline lectures rather than online lectures. Psychological and physical well-being were affected in both male and female students; however, male students were affected more significantly than females. CONCLUSION The study concluded that the education of dental students was adversely affected as a result of COVID-19 pandemic. The physical and psychological well-being of the students has also been affected, with males being affected in a higher proportion. The study concluded that the quality of online education should be enhanced and must be student centred to meet their education requirements. Also, there is a need of regular counselling and other measures to alleviate the students from the psychological stresses.
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Affiliation(s)
- Kirti Jajoo Shrivastava
- Department of ProsthodonticsPeople's College of Dental Sciences and Research CentreBhopalMadhya PradeshIndia
| | - Rajvi Nahar
- Department of ProsthodonticsPeople's College of Dental Sciences and Research CentreBhopalMadhya PradeshIndia
| | - Swapnil Parlani
- Department of ProsthodonticsPeople's College of Dental Sciences and Research CentreBhopalMadhya PradeshIndia
| | - Varsha J. Murthy
- Department of ProsthodonticsShri Venkateshwara Dental CollegeAriyurPuducherryIndia
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26
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Aragão MGB, Gomes FIF, Pinho Maia Paixão‐de‐Melo L, Corona SAM. Brazilian dental students and COVID-19: A survey on knowledge and perceptions. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:93-105. [PMID: 33547843 PMCID: PMC8013393 DOI: 10.1111/eje.12676] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Revised: 12/30/2020] [Accepted: 01/30/2021] [Indexed: 05/10/2023]
Abstract
OBJECTIVE This study evaluated the knowledge and perceptions of Brazilian dental students about COVID-19 and the undergraduate clinical practice during the COVID-19 outbreak by a self-administered Web-based questionnaire. METHODS A social network campaign on Instagram was raised to approach the target population. The survey covered demographic and academic profile, general knowledge, preventive measures and perception about COVID-19. Descriptive statistics were used to identify frequencies and distributions of variables, which were compared by type of institution and current year of enrolment using the Chi-square or Fisher's exact tests (α = 0.05). RESULTS A total of 833 valid responses were received over 10 days. Students were able to identify the incubation period, main symptoms and contagious routes of the disease but struggled in recognising the name of the virus responsible for the pandemic. Hand washing before and after a dental appointment with a patient (97.7%) followed by the use of barriers to protect mucosa (97.2%) were the more frequently recognised measures to prevent COVID-19 spread in the dental office. As for the perception of COVID-19, 73.2% of the dental students perceived the disease as severe, whilst only 11.1% of them thought that COVID-19 is severe only for people presenting risk factors. Dental student's knowledge and perception were associated with the type of institution and year of enrolment. CONCLUSION In summary, the dental students demonstrated an acceptable general knowledge about COVID-19, but dental schools will need to address gaps in knowledge, preventive measures, and perceptions to ensure a safer return to in person activities.
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Affiliation(s)
- Maria Gerusa Brito Aragão
- Department of Pediatric DentistrySchool of Dentistry of Ribeirão PretoUniversity of São PauloSão PauloBrazil
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27
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Hassan R, Khalifa AR, Elsewify T, Hassan MG. Perceptions of Clinical Dental Students Toward Online Education During the COVID-19 Crisis: An Egyptian Multicenter Cross-Sectional Survey. Front Psychol 2022; 12:704179. [PMID: 35069304 PMCID: PMC8776649 DOI: 10.3389/fpsyg.2021.704179] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2021] [Accepted: 12/08/2021] [Indexed: 12/12/2022] Open
Abstract
Objectives: To evaluate the perceptions of clinical dental students on the role of online education in providing dental education during the COVID-19 crisis. Materials and Methods: A cross-sectional online survey was sent to four Egyptian dental schools from the 20th of January 2021 to the 3rd of February 2021. Survey questions included the demographics, uses, experiences, perceived benefits, and barriers of distance learning in dentistry during the COVID-19 pandemic. Responses were collected from the clinical dental school students. Categorical data were presented as frequencies (n) and percentages (%) and were analyzed using Fisher's exact test. Results: Three hundred thirty-seven clinical dental students across four Egyptian dental schools responded. Most students used either Google Classroom or Microsoft Teams to access the online content. The data showed that the COVID-19 pandemic affected the academic performance of most participants (97.4%) with varying degrees. On average, students were neutral when asked to rate the online lectures, but did not find online practical education as effective (81.3%) as online theoretical teaching. The commonly described barriers to online teaching included loss of interaction with educators, inappropriateness in gaining clinical skills, and the instability of the internet connection. Conclusion: Despite the reported benefits, clinical dental students in Egypt preferred the hybrid approach in dental education as distance learning represented a prime challenge to gain adequate clinical dental skills.
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Affiliation(s)
- Reham Hassan
- Department of Endodontics, Faculty of Dentistry, Egyptian Russian University, Cairo, Egypt.,Department of Endodontics, Faculty of Dentistry, Minia University, El-Minia, Egypt
| | - Ayman R Khalifa
- Department of Orthodontics, Faculty of Dentistry, October 6 University, Giza, Egypt
| | - Tarek Elsewify
- Department of Endodontics, Faculty of Dentistry, Ain Shams University, Cairo, Egypt.,Department of Restorative Dental Sciences, College of Dentistry, Gulf Medical University, Ajman, United Arab Emirates
| | - Mohamed G Hassan
- Department of Orthodontics, Faculty of Dentistry, Assiut University, Assiut, Egypt.,Division of Bone and Mineral Diseases, Department of Medicine, School of Medicine, Washington University in St. Louis, St. Louis, MO, United States
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Wolever RQ, Finn MTM, Shields D. The Relative Contributions of Live and Recorded Online Mindfulness Training Programs to Lower Stress in the Workplace: Longitudinal Observational Study. J Med Internet Res 2022; 24:e31935. [PMID: 35060911 PMCID: PMC8817217 DOI: 10.2196/31935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Revised: 09/21/2021] [Accepted: 12/22/2021] [Indexed: 11/13/2022] Open
Abstract
Background Despite numerous gaps in the literature, mindfulness training in the workplace is rapidly proliferating. Many “online” or “digital mindfulness” programs do not distinguish between live teaching and recorded or asynchronous sessions, yet differences in delivery mode (eg, face-to-face, online live, online self-guided, other) may explain outcomes. Objective The aim of this study was to use existing data from an online mindfulness solutions company to assess the relative contribution of live and recorded mindfulness training to lower perceived stress in employees. Methods Perceived stress and the amount of live and recorded online mindfulness training accessed by employees were assessed during eMindful’s One-Percent Challenge (OPC). The OPC is a 30-day program wherein participants are encouraged to spend 1% of their day (14 minutes) practicing mindfulness meditation on the platform. We used linear mixed-effects models to assess the relationship between stress reduction and usage of components of the eMindful platform (live teaching and recorded options) while controlling for potential reporting bias (completion) and sampling bias. Results A total of 8341 participants from 44 companies registered for the OPC, with 7757 (93.00%) completing stress assessments prior to the OPC and 2360 (28.29%) completing the postassessment. Approximately one-quarter of the participants (28.86%, 2407/8341) completed both assessments. Most of the completers (2161/2407, 89.78%) engaged in the platform at least once. Among all participants (N=8341), 8.78% (n=707) accessed only recorded sessions and 33.78% (n=2818) participated only in the live programs. Most participants engaged in both live and recorded options, with those who used any recordings (2686/8341, 32.20%) tending to use them 3-4 times. Controlling for completer status, any participation with the eMindful OPC reduced stress (B=–0.32, 95% CI –0.35 to –0.30, SE=0.01, t2393.25=–24.99, P<.001, Cohen d=–1.02). Participation in live programs drove the decrease in stress (B=–0.03, SE=0.01, t3258.61=–3.03, P=.002, d=–0.11), whereas participation in recorded classes alone did not. Regular practice across the month led to a greater reduction in stress. Conclusions Our findings are in stark contrast to the rapid evolution of online mindfulness training for the workplace. While the market is reproducing apps and recorded teaching at an unprecedented pace, our results demonstrate that live mindfulness programs with recorded or on-demand programs used to supplement live practices confer the strongest likelihood of achieving a significant decrease in stress levels.
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Affiliation(s)
- Ruth Q Wolever
- Osher Center for Integrative Health at Vanderbilt, Department of Physical Medicine & Rehabilitation, Vanderbilt University School of Medicine, Nashville, TN, United States
| | - Michael T M Finn
- Department of Pediatrics & Human Development, Michigan State University, Grand Rapids, MI, United States
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29
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Kerkstra RL, Rustagi KA, Grimshaw AA, Minges KE. Dental education practices during COVID-19: A scoping review. J Dent Educ 2022; 86:546-573. [PMID: 34978714 PMCID: PMC9015347 DOI: 10.1002/jdd.12849] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 10/25/2021] [Accepted: 11/20/2021] [Indexed: 12/21/2022]
Abstract
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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Affiliation(s)
- Robin L Kerkstra
- Department of Allied Health, School of Health Sciences, University of New Haven, West Haven, Connecticut, USA
| | - Khyati A Rustagi
- Department of Health Administration and Policy, School of Health Sciences, University of New Haven, West Haven, Connecticut, USA
| | - Alyssa A Grimshaw
- Harvey Cushing/John Hay Whitney Medical Library, Yale University, West Haven, Connecticut, USA
| | - Karl E Minges
- Department of Health Administration and Policy, School of Health Sciences, University of New Haven, West Haven, Connecticut, USA
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30
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Nayak U, Mahmoud R, Azzawi A, Althagafi W, Algarni A, Nayak P. COVID-19 pandemic: Its effects on perception of learning among students of dental schools in Jeddah. ASIAN JOURNAL OF PHARMACEUTICAL RESEARCH AND HEALTH CARE 2022. [DOI: 10.4103/ajprhc.ajprhc_21_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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31
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Mheissen S, Almuzian M, Wertheimer MB, Khan H. Global survey to assess preferences when attending virtual orthodontic learning sessions: optimising uptake from virtual lectures. Prog Orthod 2021; 22:47. [PMID: 34931274 PMCID: PMC8687739 DOI: 10.1186/s40510-021-00390-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2021] [Accepted: 11/23/2021] [Indexed: 08/30/2023] Open
Abstract
OBJECTIVES Understanding the issues concerning the conducting of virtual orthodontic learning sessions (VOLSs) is essential. This study aims to identify attendees- and host-related aspects that could optimise learning and uptake from the VOLSs. METHODOLOGY Fourteen pre-validated questions were anonymously and electronically sent to 3000 orthodontic residents and specialists globally. The survey included demographic questions and questions to gauge attendees' engagement, memorising, and motivation-related factors. Reminders were sent at two-week intervals to non-respondents. The survey was closed when the sample size was met. Descriptive and inferential statistics were performed. RESULTS 593 orthodontic residents and specialists (294 males and 299 females), primarily junior orthodontists and residents aged between 25 and 35 years of age, completed the survey. Post-VOLS recording was highly requested by the participants (8.84/10, 95% CI 8.67-9.00) with no significant influence of demographics on this trend (p > 0.05). Most of the participants were in favour of short post-VOLSs feedback (6.79/10 95% CI 6.58-6.99) with significant differences (p = 0.048) between participants from different regions of the world. The average number of screenshots taken was 6.1 per lecture. The learners' interests in attending on-line lectures were mainly to learn new clinical orthodontic tips (96.8%). CONCLUSION Implementing a short feedback survey after VOLSs, the provision of recording, and the provision of certificates of attendance need to be considered.
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Affiliation(s)
- Samer Mheissen
- Orthodontic Department, Syrian Ministry of Health, Private Practice, Damascus, Syria. .,, Irbid, Jordan.
| | | | | | - Haris Khan
- CMH Institute of Dentistry, Lahore, National University of Medical Sciences, Lahore, Punjab, Pakistan
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Farrokhi F, Mohebbi SZ, Farrokhi F, Khami MR. Impact of COVID-19 on dental education- a scoping review. BMC MEDICAL EDUCATION 2021; 21:587. [PMID: 34801007 PMCID: PMC8604706 DOI: 10.1186/s12909-021-03017-8] [Citation(s) in RCA: 27] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Accepted: 11/08/2021] [Indexed: 05/17/2023]
Abstract
BACKGROUND A new corona virus called COVID-19 and its epidemic has affected health care systems in many ways. There have also been significant changes in dental education. The present study summarizes the findings about dental education resulting from a scoping review of COVID-19 and dentistry. METHODS First, a comprehensive search of five databases (Google Scholar, Medline through PubMed, Embase, Scopus, and Cochrane Central) was conducted with the keywords: COVID-19 and its equivalent terms, dentistry, education, oral, students, curriculum, and academics. Articles related to oral health and COVID-19 were searched. Then articles on the subject of dental education were screened and reviewed. RESULTS Of the 1389 articles investigating COVID-19 and dentistry, 135 articles were related to dental education and its relationship with COVID-19. The most articles in this field were from the United States, India, and Saudi Arabia. Most of the articles were cross-sectional and then review articles. Based on the review the articles were divided into two main categories of changes and concerns, and opportunities and solutions. Moreover, the following themes were extracted: teaching-learning quality and methods, study career and how students are prepared, infection control policies, theses, exams and assessments, financial and economic security, students and staff's mental health, school's policies and curricula, knowledge of students and staff about COVID-19. CONCLUSIONS Dental education now faces big challenges, some of which have never been experienced before. On the other hand, the epidemic has created opportunities for dental education as well. Most of these challenges and opportunities are the same around the world, and the findings of the present study can be a good help to overcome the challenges ahead as well as a good reference to find the right questions to be answered in future studies.
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Affiliation(s)
- Farid Farrokhi
- Department of Community Oral Health, School of Dentistry, Tehran University of Medical Sciences, P.O. Box 1439955934, Tehran, Iran
| | - Simin Zahra Mohebbi
- Department of Community Oral Health, School of Dentistry, Tehran University of Medical Sciences, P.O. Box 1439955934, Tehran, Iran
- Research Centre for Caries Prevention, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran
| | - Farzaneh Farrokhi
- Department of Community Oral Health, School of Dentistry, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Mohammad Reza Khami
- Department of Community Oral Health, School of Dentistry, Tehran University of Medical Sciences, P.O. Box 1439955934, Tehran, Iran
- Research Centre for Caries Prevention, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran
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Herr L, Jih MK, Shin J, Chae YK, Lee HS, Choi SC, Nam OH. The perspective of undergraduate dental students on web-based learning in pediatric dentistry during the COVID-19 pandemic: a Korean multicenter cross-sectional survey. BMC MEDICAL EDUCATION 2021; 21:505. [PMID: 34563185 PMCID: PMC8464139 DOI: 10.1186/s12909-021-02928-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/25/2021] [Accepted: 08/17/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The COVID-19 pandemic changed the world and created a shift in the dental education program. This sudden change in the dental education program may have affected the academic standards of dental students. This study aimed to evaluate the overall satisfaction and effectiveness of online learning in pediatric dentistry of undergraduate dental students' during the COVID-19 pandemic in South Korea. METHODS An anonymous online survey was sent to three dental schools, and responses were collected from dental school students. Questions included the demographics, perspectives of online classes, comparison of online and offline pediatric dentistry classes and opinions on how dental schools are handling the pandemic. Students' perspectives on online classes were evaluated based on satisfaction with online education. Data were analyzed using the Kruskal-Wallis test and the Mann-Whitney U test. RESULTS Most students took online classes from home (80.9%) using Zoom (50.4%). The majority reported overall program satisfaction (74.1%) and agreed that universities implemented online classes well (55%). Students who were in favor of online classes responded more positively to questions on the effectiveness and safety of online learning (p < 0.05). Regardless of satisfaction with online education, the students agreed that the online education shift was the right decision in pandemic outbreak. CONCLUSIONS Dental students in South Korea preferred and adapted well to the web-based learning program in pediatric dentistry during COVID-19 pandemic.
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Affiliation(s)
- Lan Herr
- Department of Dentistry, Graduate School, Kyung Hee University, Seoul, South Korea
| | - Myeong Kwan Jih
- Department of Pediatric Dentistry, School of Dentistry, Chosun University, Gwangju, South Korea
| | - Jonghyun Shin
- Department of Pediatric Dentistry, School of Dentistry, Dental and Life Science Institute, Pusan National University, Yangsan, South Korea
| | - Yong Kwon Chae
- Department of Pediatric Dentistry, School of Dentistry, Kyung Hee University, Kyungheedae-Ro 26, Dongdaemoon-Gu, Seoul, 02447, South Korea
| | - Hyo-Seol Lee
- Department of Pediatric Dentistry, School of Dentistry, Kyung Hee University, Kyungheedae-Ro 26, Dongdaemoon-Gu, Seoul, 02447, South Korea
| | - Sung Chul Choi
- Department of Pediatric Dentistry, School of Dentistry, Kyung Hee University, Kyungheedae-Ro 26, Dongdaemoon-Gu, Seoul, 02447, South Korea
| | - Ok Hyung Nam
- Department of Pediatric Dentistry, School of Dentistry, Kyung Hee University, Kyungheedae-Ro 26, Dongdaemoon-Gu, Seoul, 02447, South Korea.
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Maret D, Peters OA, Ducreux P, Baqué P, Grizon J, Houze-Cerfon CH, Geeraerts T, Diemer F. The dental operating microscope: An opportunity for distance education in endodontics. Int Endod J 2021; 54:1417-1418. [PMID: 34271592 DOI: 10.1111/iej.13546] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Affiliation(s)
- Delphine Maret
- Faculté de Chirurgie Dentaire, Centre Hospitalier Universitaire, Université Paul Sabatier, Toulouse, France.,Laboratoire Centre d'Anthropobiologie et de Génomique de Toulouse, Université Paul Sabatier, Toulouse, France
| | - Ove A Peters
- School of Dentistry, University of Queensland, Brisbane, Queensland, Australia
| | - Philippe Ducreux
- LUNEA Groupe centre de formation dentaire, Evian les Bains, France
| | - Philippe Baqué
- Université Toulouse III - Paul Sabatier, Centre eƒormation, Mission Formation Continue & Apprentissage, Toulouse, France
| | - Jérémy Grizon
- Université Toulouse III - Paul Sabatier, Centre eƒormation, Mission Formation Continue & Apprentissage, Toulouse, France
| | - Charles-Henri Houze-Cerfon
- Institut Toulousain de Simulation en Santé (ItSimS), Université Toulouse 3- Paul Sabatier, Centre Hospitalier Universitaire, Toulouse, France
| | - Thomas Geeraerts
- Institut Toulousain de Simulation en Santé (ItSimS), Université Toulouse 3- Paul Sabatier, Centre Hospitalier Universitaire, Toulouse, France
| | - Franck Diemer
- Faculté de Chirurgie Dentaire, Centre Hospitalier Universitaire, Université Paul Sabatier, Toulouse, France.,Institut Clément Ader (laboratoire), Toulouse, France
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Dong Q, Kuria A, Weng Y, Liu Y, Cao Y. Impacts of the COVID-19 epidemic on the department of stomatology in a tertiary hospital: A case study in the General Hospital of the Central Theater Command, Wuhan, China. Community Dent Oral Epidemiol 2021; 49:557-564. [PMID: 34270106 PMCID: PMC8444729 DOI: 10.1111/cdoe.12680] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Revised: 07/05/2021] [Accepted: 07/06/2021] [Indexed: 02/06/2023]
Abstract
Objective The impact of the worldwide COVID‐19 pandemic on the dental community is evident. Dental education programmes and academic activities have suffered from the ramifications of the pandemic. This study aimed to depict the impacts of the COVID‐19 epidemic on the clinical services and academic activities in the department of stomatology of a tertiary hospital in Wuhan, China. Methods We obtained historical data of the Department of Stomatology from the Health Information System of the General Hospital of Central Theater Command, Wuhan, China between January 2018 and June 2020. Mean, standard deviation and median with interquartile range were used to summarize the variables. Line plots were used to illustrate the temporal trend. The Kruskal‐Wallis equality‐of‐populations rank test was used to compare the difference between groups. Results A significant decrease was noted in the monthly average number of patients seeking outpatient services for the year 2020, which were decreased by two‐thirds from 2018 to 2020. The number of emergency cases also decreased significantly by 57.6% in 2020. The monthly number of teaching hours decreased from 3.8 ± 1.5 in 2018 and 4.7 ± 1.4 in 2019 to 1.7 ± 1.9 in 2020. The number of interns also decreased by more than 77.0% in 2020. Conclusions The impacts of COVID‐19 in the stomatology clinic were significant with notable decreases in clinical services and education offered to the stomatology students. There is a need to find solutions to keep as many dental professionals as needed remaining on the frontline of oral health care.
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Affiliation(s)
- Qingshan Dong
- Department of Stomatology, General Hospital of the Central Theater Command, Wuhan, China
| | | | - Yanming Weng
- Department of Stomatology, General Hospital of the Central Theater Command, Wuhan, China
| | - Yu Liu
- Department of Stomatology, General Hospital of the Central Theater Command, Wuhan, China
| | - Yang Cao
- Clinical Epidemiology and Biostatistics, School of Medical Sciences, Örebro University, Örebro, Sweden
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Elhussein M, Agou S. The Impact of COVID-19 on Dental Research in Educational Settings: What are the Opportunities? J Microsc Ultrastruct 2021; 10:97-102. [PMID: 36504585 PMCID: PMC9728083 DOI: 10.4103/jmau.jmau_119_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 03/13/2021] [Accepted: 03/25/2021] [Indexed: 12/15/2022] Open
Abstract
The COVID-19 pandemic has significantly impacted dental education and research activities, creating challenges for students, educators, and health-care professionals. The unfolding crisis has shed the light on how technology can facilitate not only the delivery of dental education and improving access to dental care but also new and ongoing research. While dental schools worldwide have re-structured their policies and curricula in terms of incorporating appropriate methods of distance learning, this now needs to be applied to dental research where appropriate. By conducting a "strengths, weaknesses, opportunities, and threats" analysis and describing the authors' experiences, here we discuss the impact of the pandemic on various aspects of dental research to provide a timely perspective on dental research activity in academic institutions to help achieve research outcomes despite the pandemic's impact.
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Affiliation(s)
- Mustafa Elhussein
- Department of Orthodontics, Faculty of Dentistry, Ibn Sina University, Khartoum, Sudan,Address for correspondence: Dr. Mustafa Elhussein, Faculty of Dentistry, Ibn Sina University, Khartoum, Sudan. E-mail:
| | - Shoroog Agou
- Department of Orthodontics, Faculty of Dentistry, Ibn Sina University, Khartoum, Sudan,Department of Orthodontics, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
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Kanzow P, Krantz-Schäfers C, Hülsmann M. Remote Teaching in a Preclinical Phantom Course in Operative Dentistry During the COVID-19 Pandemic: Observational Case Study. JMIR MEDICAL EDUCATION 2021; 7:e25506. [PMID: 33941512 PMCID: PMC8128048 DOI: 10.2196/25506] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Revised: 12/28/2020] [Accepted: 05/03/2021] [Indexed: 05/27/2023]
Abstract
BACKGROUND During the acute COVID-19 pandemic, physical access to the University Medical Center Göttingen was restricted for students. For the first time at our dental school, theoretical knowledge was imparted to students via asynchronous online screencasts and discussed via synchronous video meetings only. OBJECTIVE We aimed to assess the acceptance and effectiveness of distance education as a new teaching format for theoretical knowledge within the preclinical course in Operative Dentistry (sixth semester of the undergraduate dental curriculum in Germany). METHODS The phantom course comprised distance education (first phase, 11 weeks) and subsequent on-site practical demonstrations and training (second phase, 10 weeks). All theoretical knowledge was taught via online screencasts during distance education (except for the first week, 3 screencasts were uploaded per week resulting in a total of 30 screencasts). Until the end of the term, all students (N=33) were able to view the screencasts for an unlimited number of times. Theoretical knowledge was assessed in a summative examination after practical on-site teaching. Acceptance and effectiveness of the new curriculum and distance education were also measured based on an evaluation survey and students' self-perceived learning outcome, which was compared to the outcome from the two pre-COVID-19 terms. RESULTS Each screencast was viewed by a mean of 24 (SD 3.3) students and accessed a mean of 5.6 (SD 1.2) times per user (ie, by students who accessed the respective screencast at least once). During distance education, the number of accesses showed a linear trend over time. During the practical training phase, screencast views declined and increased again prior to the examination. Screencasts covering topics in Cariology, Restorative Dentistry, and Preventive Dentistry were viewed by more students than screencasts covering topics in Endodontology or Periodontology (both P=.047). Examination items in Periodontology showed inferior results compared to the other topics (P<.001). Within the different topics, students' self-perceived learning outcome did not differ from that during the pre-COVID-19 terms. Although most students agreed that the presented screencasts contributed to their learning outcome, pre-COVID-19 term students more strongly felt that lectures significantly contributed to their learning outcome (P=.03). CONCLUSIONS Screencasts showed high acceptance and effectiveness among the students but were not used as a learning tool by all students. However, students who viewed the screencasts accessed each screencast more frequently than they could have attended a conventional lecture. Screencast views were mostly due to intrinsic motivation.
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Affiliation(s)
- Philipp Kanzow
- Department of Preventive Dentistry, Periodontology and Cariology, University Medical Center Göttingen, Göttingen, Germany
| | - Christiane Krantz-Schäfers
- Department of Preventive Dentistry, Periodontology and Cariology, University Medical Center Göttingen, Göttingen, Germany
| | - Michael Hülsmann
- Department of Preventive Dentistry, Periodontology and Cariology, University Medical Center Göttingen, Göttingen, Germany
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Rahul M, Tewari N, Mathur V, Goel S, Jain G. Evidence mapping and quality analysis of published dental literature on COVID-19 - A systematic review. Natl J Maxillofac Surg 2021; 12:139-161. [PMID: 34483571 PMCID: PMC8386272 DOI: 10.4103/njms.njms_237_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Accepted: 02/12/2021] [Indexed: 12/14/2022] Open
Abstract
A large number of scientific articles have been published regarding impact of COVID-19 infection on dental practice, dental professionals, and the mode of spread of infection via dental procedures. The present systematic review was planned with an aim of evidence mapping and quality analysis of published research on the dental aspects of COVID-19 infection. The protocol was registered at https://share.osf.io/registration/46221-C87-BA8. The search was performed in Scopus, PubMed, Cochrane, and Embase databases till 15th July 2020. There was no restriction of year of publication and language. All types of published articles related to Dentistry, Dentist, Dental practice, and Oral health education on COVID-19 were included. The Joanna Briggs Institute's (JBI) Critical Appraisal Tools were used for the risk of bias analysis of included studies. A total of 393 articles were short-listed and were checked for eligibility and finally, 380 articles were included. Among the 380 research articles published (till July 15, 2020), the majority of the included articles belonged to the lowermost strata of the evidence pyramid. There were 54 original research articles with no randomized clinical trial, systematic review or, meta-analysis pertaining to the dental perspective of COVID-19 infection. The level of available evidence about dentistry and COVID-19 infection is very low with a lack of researches of highest quality. The guidelines/recommendations for dental professionals, proposed by the different scientific organizations/societies regarding COVID-19 infection are only consensus-based necessitating the need to formulate evidence-based guidelines. There is a need to identify essential research questions and strengthen the study designs in most of the aspects related to the dentistry and COVID-19 pandemic.
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Affiliation(s)
- Morankar Rahul
- Division of Pedodontics and Preventive Dentistry, Centre for Dental Education and Research, AIIMS, New Delhi, India
| | - Nitesh Tewari
- Division of Pedodontics and Preventive Dentistry, Centre for Dental Education and Research, AIIMS, New Delhi, India
| | - Vijay Mathur
- Division of Pedodontics and Preventive Dentistry, Centre for Dental Education and Research, AIIMS, New Delhi, India
| | - Shubhi Goel
- Division of Pedodontics and Preventive Dentistry, Centre for Dental Education and Research, AIIMS, New Delhi, India
| | - Gunjar Jain
- Department of Orthopaedics, AIIMS, New Delhi, India
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Elkhatat AM, Al-Muhtaseb SA. Hybrid online-flipped learning pedagogy for teaching laboratory courses to mitigate the pandemic COVID-19 confinement and enable effective sustainable delivery: investigation of attaining course learning outcome. SN SOCIAL SCIENCES 2021; 1:113. [PMID: 34693317 PMCID: PMC8080488 DOI: 10.1007/s43545-021-00117-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/12/2020] [Accepted: 03/24/2021] [Indexed: 12/02/2022]
Abstract
Since the early spring of 2020, the coronavirus pandemic (COVID-19) outbreak has hindered traditional face-to-face teaching and hands-on, traditional delivery of laboratory courses, forcing universities to migrate from the traditional way of teaching to a remote online approach. Although few studies addressed the pandemic's impact on educational outcomes, no studies are found to investigate the impact of the remote online teaching approach on laboratory courses. This paper highlights the impact of the online teaching approach, coupled with flipped learning pedagogy, as a substitute for traditional laboratories. The course learning outcomes and assessment tools are analyzed and discussed for 46 students enrolled in the Unit Operations Laboratory course in the chemical engineering program at Qatar University. Results show that the course learning outcomes are achieved effectively using the hybrid online-flipped learning pedagogy, which can be considered for computerized traditional laboratories as a moderation solution to alleviate pandemic COVID-19 confinement on learning outcome. This methodology can also be sustained in the future to facilitate the teaching of such lab courses, even in normal conditions, to optimize the resources and avail the delivery of such courses to a larger audience who may have various obstacles to attending traditional lab courses.
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Affiliation(s)
- Ahmed M. Elkhatat
- Department of Chemical Engineering, Qatar University, P.O. Box 2713, Doha, Qatar
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Nijakowski K, Lehmann A, Zdrojewski J, Nowak M, Surdacka A. The Effectiveness of the Blended Learning in Conservative Dentistry with Endodontics on the Basis of the Survey among 4th-Year Students during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18094555. [PMID: 33923047 PMCID: PMC8123304 DOI: 10.3390/ijerph18094555] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/25/2021] [Revised: 04/22/2021] [Accepted: 04/23/2021] [Indexed: 12/24/2022]
Abstract
The COVID-19 pandemic has undoubtedly affected education at all levels, including medical and dental education. Our study aimed to assess the effectiveness of the blended learning in conservative dentistry with endodontics. The students had theoretical classes in a remote form (using the e-learning portal and Teams communicator) and practical classes with the participation of patients in the appropriate sanitary regime. The author's survey was conducted among fourth-year dental students. The online questionnaire consisted of 5 parts: self-evaluation, evaluation of theoretical e-learning classes, evaluation of practical clinical classes, evaluation of safety, and evaluation of performed blended learning. The majority of respondents declared that their learning effectiveness increased during the pandemic. Most surveyed students preferred remote learning in asynchronous form (e-learning portals) to synchronous form (virtual meetings in real-time). All respondents described the provided personal protective equipment as sufficient or even as excessive. Our students were very satisfied with the proposed blended-learning model and would like to continue it even after the pandemic has ended. Among the advantages, they particularly mentioned the increase in efficiency and the individualised pace of learning, while the disadvantage was the limitation of social contacts. The appropriate use of modern technology can effectively revolutionise dental education.
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Affiliation(s)
- Kacper Nijakowski
- Department of Conservative Dentistry and Endodontics, Poznan University of Medical Sciences, 60-812 Poznan, Poland; (A.L.); (A.S.)
- Correspondence:
| | - Anna Lehmann
- Department of Conservative Dentistry and Endodontics, Poznan University of Medical Sciences, 60-812 Poznan, Poland; (A.L.); (A.S.)
| | - Jakub Zdrojewski
- Student’s Scientific Group in Department of Conservative Dentistry and Endodontics, Poznan University of Medical Sciences, 60-812 Poznan, Poland; (J.Z.); (M.N.)
| | - Monika Nowak
- Student’s Scientific Group in Department of Conservative Dentistry and Endodontics, Poznan University of Medical Sciences, 60-812 Poznan, Poland; (J.Z.); (M.N.)
| | - Anna Surdacka
- Department of Conservative Dentistry and Endodontics, Poznan University of Medical Sciences, 60-812 Poznan, Poland; (A.L.); (A.S.)
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Lactona ID, Suryanto S. Efficacy and knowledge of conducting CPR through online learning during the COVID-19 pandemic: A literature review. J Public Health Res 2021; 10. [PMID: 33855429 PMCID: PMC8129773 DOI: 10.4081/jphr.2021.2208] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Accepted: 03/22/2021] [Indexed: 11/22/2022] Open
Abstract
The COVID-19 pandemic has made it difficult to carry out face-to-face training activities in various higher institutions. This has led to a negative impact on the skills and abilities of nursing students in performing cardiopulmonary resuscitation (CPR) and the cessation of their clinical practice programs in hospitals. Therefore, the aim of this study is to determine the efficacy and knowledge of nursing students in performing CPR by implementing a blended learning program, through online learning platforms. The search for full-text articles was carried out in May 2020 and were reviewed to know whether they fit the theme using the ProQuest, ScienceDirect and PubMed databases with the keywords "BLS", "CPR", "Blended learning", "Knowledge" and "Self-efficacy". In addition, there were 15 articles that matched the criteria. The application of a blended learning program that integrates video and face-to-face lectures through online learning platforms in conducting effective CPR, increases the efficacy and knowledge of nursing students. The effectiveness of online learning greatly affects the efficacy and knowledge of nursing students in conducting CPR. Therefore, it was highly recommended during the COVID-19 pandemic.
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Affiliation(s)
- Iil Dwi Lactona
- School of Nursing, Faculty of Medicine, University of Brawijaya, Malang.
| | - Suryanto Suryanto
- School of Nursing, Faculty of Medicine, University of Brawijaya, Malang.
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Jin YQ, Lin CL, Zhao Q, Yu SW, Su YS. A Study on Traditional Teaching Method Transferring to E-Learning Under the Covid-19 Pandemic: From Chinese Students' Perspectives. Front Psychol 2021; 12:632787. [PMID: 33776854 PMCID: PMC7991594 DOI: 10.3389/fpsyg.2021.632787] [Citation(s) in RCA: 29] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Accepted: 01/22/2021] [Indexed: 11/13/2022] Open
Abstract
In response to the Covid-19 pandemic, online learning has been carried out in many countries with different types of online learning models being promoted and implemented. In the global pandemic continues, the education environment is forced to change from traditional classroom or blended teaching mode to online learning teaching model. With the outbreak of COVID-19, China was the first to announce that online courses are to be implemented in February 2020. In China, whether online learning can replace traditional offline teaching has become a topic worth discussing. Therefore, this study investigates university students in China by questionnaires and discussions of this topic. The study is based on the Push-Pull Mooring model. Based on 854 valid responses collected from an online survey questionnaire, structural equation modeling was employed to examine the research model. The results show that push effects (Perceived security risk, Learning convenience, and Service quality), pull effects (Usefulness, Ease of use, Teacher's Teaching Attitude, Task-technology Fit), and mooring effects (habit) all significantly influence users' switching intentions from offline to online learning platform. Finally, this study explores whether push-pull-mooring can be a reference for promoting and implementing online learning courses in Chinese colleges and universities in the future after the pandemic.
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Affiliation(s)
- Yuan Qing Jin
- College of Science and Technology Ningbo University, Ningbo, China
| | - Chien-Liang Lin
- College of Science and Technology Ningbo University, Ningbo, China
| | - Qun Zhao
- College of Science and Technology Ningbo University, Ningbo, China
| | - Sung-Wen Yu
- Department of Marketing and Distribution Management, National Pingtung University, Pingtung, Taiwan
| | - Yu-Sheng Su
- Department of Computer Science and Engineering, National Taiwan Ocean University, Keelung City, Taiwan
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Abstract
Objective:
The COVID-19 crisis has caused considerable disruption to medical education and has stimulated creative and rapid changes in the way technology is adopted and utilized for education. This change is accompanied by many challenges related to education, patient care, research, faculty development and collaboration, finances, and the psychological well-being of stakeholders.
Methods:
A review of the literature on dental education during the COVID-19 pandemic was conducted. Published articles addressing the challenges, solutions and opportunities in dental education during the COVID-19 era were assessed.
Results:
COVID-19 was a catalyst for a significant amount of change in dental education. Despite the magnitude of the challenges, this pandemic has influenced many positive solutions and opportunities in dental education.
Conclusion:
The COVID-19 pandemic forced dental educators to rethink models of curricular delivery, as it disrupted traditional delivery methods. The use of technology was adapted to ensure the continuity of education. With that, a number of challenges surfaced that were tackled creatively. Reflecting over the whole experience with COVID-19, the multiple opportunities that have been identified can improve the way we educate our students in the future.
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Ammar N, Aly NM, Folayan MO, Khader Y, Mohebbi SZ, Attia S, Howaldt HP, Boettger S, Virtanen J, Madi M, Maharani DA, Rahardjo A, Khan I, Al-Batayneh OB, Rashwan M, Pavlic V, Cicmil S, Noritake K, Galluccio G, Polimeni A, Shamala AA, Arheiam A, Mancino D, Phantumvanit P, Kim JB, Choi YH, Dama MA, Abdelsalam MM, Castillo JL, Nyan M, Hussein I, Joury E, Vukovic AP, Iandolo A, Kemoli AM, El Tantawi M. Perceived Preparedness of Dental Academic Institutions to Cope with the COVID-19 Pandemic: A Multi-Country Survey. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18041445. [PMID: 33557068 PMCID: PMC7913785 DOI: 10.3390/ijerph18041445] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/09/2020] [Revised: 01/28/2021] [Accepted: 01/31/2021] [Indexed: 12/24/2022]
Abstract
Dental academic institutions are affected by COVID-19. We assessed the perceived COVID-19 preparedness of these institutions and the characteristics of institutions with greater perceived preparedness. An international cross-sectional survey of dental academics was conducted from March to August 2020 to assess academics’ and institutional attributes, perceived preparedness, and availability of infection prevention and control (IPC) equipment. Principal component analysis (PCA) identified perceived preparedness components. Multilevel linear regression analysis assessed the association between perceived preparedness and fixed effect factors (academics’ and institutions’ attributes) with countries as random effect variable. Of the 1820 dental academics from 28 countries, 78.4% worked in public institutions and 75.2% reported temporary closure. PCA showed five components: clinic apparel, measures before and after patient care, institutional policies, and availability of IPC equipment. Significantly less perceived preparedness was reported in lower-middle income (LMICs) (B = −1.31, p = 0.006) and upper-middle income (UMICs) (B = −0.98, p = 0.02) countries than in high-income countries (HICs), in teaching only (B = −0.55, p < 0.0001) and in research only (B = −1.22, p = 0.003) than teaching and research institutions and in institutions receiving ≤100 patients daily than those receiving >100 patients (B = −0.38, p < 0.0001). More perceived preparedness was reported by academics with administrative roles (B = 0.59, p < 0.0001). Academics from low-income countries (LICs) and LMICs reported less availability of clinic apparel, IPC equipment, measures before patient care, and institutional policies but more measures during patient care. There was greater perceived preparedness in HICs and institutions with greater involvement in teaching, research, and patient care.
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Affiliation(s)
- Nour Ammar
- Department of Pediatric Dentistry and Dental Public Health, Faculty of Dentistry, Alexandria University, Alexandria 21253, Egypt; (N.M.A.); (M.E.T.)
- Correspondence: ; Tel.: +20-10-0964-7703
| | - Nourhan M. Aly
- Department of Pediatric Dentistry and Dental Public Health, Faculty of Dentistry, Alexandria University, Alexandria 21253, Egypt; (N.M.A.); (M.E.T.)
| | | | - Yousef Khader
- Department of Public Health, Jordan University of Science and Technology, Irbid 22110, Jordan;
| | - Simin Z. Mohebbi
- Research Center for Caries Prevention, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran 14399-55991, Iran;
- Community Oral Health Department, School of Dentistry, Tehran University of Medical Sciences, Tehran 14399-55991, Iran
| | - Sameh Attia
- Department of Cranio-Maxillofacial Surgery, Justus-Liebig University Giessen, 35392 Giessen, Germany; (S.A.); (H.-P.H.); (S.B.)
| | - Hans-Peter Howaldt
- Department of Cranio-Maxillofacial Surgery, Justus-Liebig University Giessen, 35392 Giessen, Germany; (S.A.); (H.-P.H.); (S.B.)
| | - Sebastian Boettger
- Department of Cranio-Maxillofacial Surgery, Justus-Liebig University Giessen, 35392 Giessen, Germany; (S.A.); (H.-P.H.); (S.B.)
| | - Jorma Virtanen
- Department of Clinical Dentistry, Faculty of Medicine, University of Bergen, 5020 Bergen, Norway;
| | - Marwa Madi
- Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam 34221, Saudi Arabia;
| | - Diah A. Maharani
- Department of Preventive and Public Health Dentistry, Faculty of Dentistry, Universitas Indonesia, 16424 Depok, Indonesia; (D.A.M.); (A.R.)
| | - Anton Rahardjo
- Department of Preventive and Public Health Dentistry, Faculty of Dentistry, Universitas Indonesia, 16424 Depok, Indonesia; (D.A.M.); (A.R.)
| | - Imran Khan
- Department of Oral & Maxillofacial Surgery, Faculty of Dentistry, Jamia Millia Islamia, New Delhi 110025, India;
| | - Ola B. Al-Batayneh
- Department of Preventive Dentistry, Faculty of Dentistry, Jordan University of Science and Technology, Irbid 22110, Jordan;
| | - Maher Rashwan
- Center for Oral Bioengineering, Barts and the London, School of Medicine and Dentistry, Queen Mary University of London, Mile End Road, London E1 4NS, UK;
- Department of Conservative Dentistry, Faculty of Dentistry, Alexandria University, Alexandria 21253, Egypt
| | - Verica Pavlic
- Department of Periodontology and Oral Medicine, Institute of Dentistry, 78000 Banja Luka, Bosnia and Herzegovina;
| | - Smiljka Cicmil
- Department of Oral Rehabilitation, Faculty of Medicine Foca, University of East Sarajevo, 73300 Foca, Bosnia and Herzegovina;
| | - Kanako Noritake
- Oral Diagnosis and General Dentistry Department, Dental Hospital, Tokyo Medical and Dental University, Tokyo 113-8510, Japan;
| | - Gabriella Galluccio
- Department of Oral and Maxillo Facial Sciences, Faculty of Medicine and Dentistry, Sapienza University of Rome, 00185 Rome, Italy; (G.G.); (A.P.)
| | - Antonella Polimeni
- Department of Oral and Maxillo Facial Sciences, Faculty of Medicine and Dentistry, Sapienza University of Rome, 00185 Rome, Italy; (G.G.); (A.P.)
| | - Anas A. Shamala
- Department of Preventive and Biomedical Science, Faculty of Dentistry, University of Science and Technology, Sanaa 15201, Yemen;
| | - Arheiam Arheiam
- Department of Community and Preventive Dentistry, Faculty of Dentistry, University of Benghazi, Benghazi, Libya;
| | - Davide Mancino
- Department of Endodontics and Conservative Dentistry, Faculty of Dental Medicine, University of Strasbourg, 67000 Strasbourg, France;
- Department of Biomaterials and Bioengineering, INSERM UMR_S 1121, Strasbourg University, 67000 Strasbourg, France
| | | | - Jin-Bom Kim
- Department of Preventive and Community Dentistry, School of Dentistry, Pusan National University, Yangsan 50612, Korea;
| | - Youn-Hee Choi
- Department of Preventive Dentistry, School of Dentistry, Kyungpook National University, Daegu 41940, Korea;
| | - Mai A. Dama
- Orthodontics and Pediatric Dentistry Department, Faculty of Dentistry, Arab American University, Jenin 240, Zababdeh 13, Palestine;
| | - Maha M. Abdelsalam
- Department of Biomedical Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam 34221, Saudi Arabia;
| | - Jorge L. Castillo
- Department of Dentistry for Children and Adolescents, Universidad Peruana Cayetano Heredia, Lima 15102, Peru;
| | - Myat Nyan
- Department of Prosthodontics, University of Dental Medicine, Mandalay 05041, Myanmar;
| | - Iyad Hussein
- Department of Pediatric Dentistry, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai 800 MBRU (6278), United Arab Emirates;
| | - Easter Joury
- Centre for Dental Public Health and Primary Care, Institute of Dentistry, Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London E1 2AD, UK;
| | - Ana P. Vukovic
- Department of Pediatric and Preventive Dentistry, School of Dental Medicine, University of Belgrade, Beograd, 11000 Belgrade, Serbia;
| | - Alfredo Iandolo
- Department of Endodontics, University of Salerno, 84080 Fisciano, Italy;
| | - Arthur M. Kemoli
- Department of Paediatric Dentistry & Orthodontics, School of Dental Sciences, University of Nairobi, Nairobi 30197-00100, Kenya;
| | - Maha El Tantawi
- Department of Pediatric Dentistry and Dental Public Health, Faculty of Dentistry, Alexandria University, Alexandria 21253, Egypt; (N.M.A.); (M.E.T.)
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Salas H, Torres J, Pauro J, Ahmed HMA. A new coding system for root and canal morphology - an online survey from Peru. Int Endod J 2021; 54:147-149. [PMID: 33351981 DOI: 10.1111/iej.13439] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Affiliation(s)
- H Salas
- School of Dentistry, Catholic University of Santa Maria, Arequipa, Perú
| | - J Torres
- Postgraduate School, Stomatology Second Speciality, Universidad Privada San Juan, Bautista Lima, Perú
| | - J Pauro
- Private Practice of Endodontics, Tacna, Perú
| | - H M A Ahmed
- Department of Restorative Dentistry, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia
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Yang X, Li D, Liu X, Tan J. Learner behaviors in synchronous online prosthodontic education during the 2020 COVID-19 pandemic. J Prosthet Dent 2020; 126:653-657. [PMID: 33023743 PMCID: PMC7532753 DOI: 10.1016/j.prosdent.2020.08.004] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 08/14/2020] [Accepted: 08/14/2020] [Indexed: 12/26/2022]
Abstract
Statement of problem Synchronous online prosthodontic courses became a popular learning mode during the 2020 COVID-19 pandemic crisis. Nonetheless, the extent of learner participation and completion of these courses remains unknown. Purpose The purpose of this study was to assess learner behaviors in synchronous online prosthodontic continuing education lectures in China during the 2020 COVID-19 pandemic. Material and methods All live online prosthodontic courses held by an online dental school in China from February to May 2020 were retrieved. The no-cost lectures could be accessed anonymously and viewed repeatedly on the day of broadcast. Learning behavior data (teacher speaking time, audience total, timing of first visit to the online classroom, viewing time, and completion rate) were obtained. Learning progress was calculated by dividing viewing time by teacher speaking time. When a learner progressed through 95% of a lecture, the lecture was considered completed. Results A total of 41 781 learners participated in 18 online prosthodontic courses, which had a mean duration of 77.2 ±15.8 minutes. For each lecture, 2321 ±1454 participants attended, with 510 ±404 participants completing each session. There were 13 098 participants (31.35%) who viewed the lectures for less than 1 minute. Approximately half of the participants viewed the lectures for less than 10 minutes, with their learning progress failing to pass 10%. The average completion rate was 21.97%, with variation in completion rate dependent on when a learner first visited the online classroom. Significant differences were found among the lecture completion rates and the timing of the first visit to the online classroom (P<.001). Conclusions Synchronous online prosthodontic education courses in China had a high number of participants but low learning progress and completion rates during the 2020 COVID-19 pandemic.
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Affiliation(s)
- Xu Yang
- Associate Professor, Department of Prosthodontics, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology, Beijing, PR China
| | - Deli Li
- Lecturer, The Second Clinical Division, Peking University School and Hospital of Stomatology, Beijing, PR China
| | - Xiaoqiang Liu
- Associate Professor, Department of Prosthodontics, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology, Beijing, PR China.
| | - Jianguo Tan
- Professor, Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, PR China
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Sharka R, Abed H, Dziedzic A. Can Undergraduate Dental Education be Online and Virtual During the COVID-19 Era? Clinical Training as a Crucial Element of Practical Competencies. MEDEDPUBLISH 2020; 9:215. [PMID: 38073797 PMCID: PMC10699369 DOI: 10.15694/mep.2020.000215.1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2023] Open
Abstract
This article was migrated. The article was marked as recommended. The COVID-19 pandemic has brought ample challenges to clinical dental education all over the world. Dental schools had to adopt diverse strategies as a result of the exceptional circumstances, to provide a safe environment for their students, faculties, and patients. Despite the broad implementation of innovative educational tools in the form of blended learning, virtual reality simulators (VRS), and virtual learning environment, dental students expressed their willingness to restore on-site practical lessons, developing their clinical skills with patients' presence. It is believed that undergraduate dental education (UDE) during post COVID-19 pandemic lock-down might require substantial organisational changes, adequate adjustments of dental curricula and novel educational approaches in order to maintain a high level of UDE. This should be delivered by utilising the blended teaching methods, with core involvement of traditional clinical sessions and safety preventative measures arranged by dental faculties, allowing a safe return to dental schools for at least essential clinical sessions. This personal view aims to emphasis the need for re-establishment and continuity of crucial clinical and practical dental training during 'new normal' dental education era, as an integrated and unique element of UDE, which can be only partially substituted by online learning programs.
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Affiliation(s)
- Rayan Sharka
- Faculty of Dentistry Oral & Craniofacial Sciences
| | - Hassan Abed
- Faculty of Dentistry Oral & Craniofacial Sciences
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