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Dashash M, Alkhadragy R, Scanlan GM. A phenomenological exploration of experience of Syrian dentists with online Course "Traumatic dental injuries". Heliyon 2024; 10:e34045. [PMID: 39071621 PMCID: PMC11283108 DOI: 10.1016/j.heliyon.2024.e34045] [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: 01/17/2024] [Revised: 06/19/2024] [Accepted: 07/02/2024] [Indexed: 07/30/2024] Open
Abstract
Background Several learning modalities have been implemented to improve learning about Traumatic Dental Injuries (TDIs) worldwide. Free online courses about TDIs might be an effective and convenient approach for equipping Syrian dentists with essential competencies during the Syrian crisis. Therefore, this qualitative study with a descriptive phenomenological method was undertaken to explore the lived experience of Syrian dentists enrolled in an online course about TDIs and investigate areas requiring improvement. Methods Ethical approval was obtained from the Faculty of Dentistry, Damascus University, and the University of Dundee. Educational contents of the TDI course were developed. About 10 dentists who completed the TDI course, were interviewed. The interviews were recorded, transcribed, and analyzed to identify emerging themes. Inductive thematic analysis was performed to extract all data. Results About 10 clustered categories were first developed and this has led to the emergence of 3 themes that represent the lived experience including usefulness, challenges, and recommendations. Participants were so motivated and keen to take advantage of the course despite the personal, technical problems, and crisis-related challenges. TDIs course was effective for general and specialists despite the challenges they experienced. Factors that lead to effective TDIs courses as reported by participants were flexibility in time and location, interactivity with colleagues, other commitments, quantity and quality of content, easiness, and variety of virtual environment tools. Conversely, negative attitudes were linked to factors like lack of interest, unfamiliarity with the learning environment and tools, late participation, lack of confidence, anxiety about independent learning and insufficient interactivity and engagement tools. Conclusion Syrian dentists can benefit from online courses if constraints and various learning needs are addressed during the design and delivery of online courses. Future work is still required to identify other effective instructional modalities that equip Syrian dentists to overcome challenges and enhance their learning.
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Affiliation(s)
- Mayssoon Dashash
- Faculty of Dentistry, Damascus University, Damascus, Syria
- Centre for Medical Education, School of Medicine, University of Dundee, Dundee, UK
| | - Rania Alkhadragy
- Centre for Medical Education, School of Medicine, University of Dundee, Dundee, UK
| | - Gillian M. Scanlan
- Centre for Medical Education, School of Medicine, University of Dundee, Dundee, UK
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Khorasanchi M, Hoseinzadeh M, Khadem Rezaeian M, Kazemian A, Moradi A, Sarabadani J. The development of a serious game for laser applications in dentistry and the evaluation of dental students' satisfaction. BMC MEDICAL EDUCATION 2024; 24:583. [PMID: 38807167 PMCID: PMC11134726 DOI: 10.1186/s12909-024-05563-3] [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: 01/03/2024] [Accepted: 05/16/2024] [Indexed: 05/30/2024]
Abstract
BACKGROUND This study aimed to design and implement a gamified application about the theoretical aspects of laser applications in dentistry and investigate students' satisfaction with their learning experience. METHODS An engaging educational program named Essential Skills and Knowledge in Learning Laser (ESKILLD) was developed to teach laser applications in dentistry. The program comprises two primary components: a "Tutorial and Quiz" section and a "Games" section. Final-year dental students were tasked with installing and using this application. A 29-item validated questionnaire (Cronbach's alpha = 0.97, ICC = 0.94) was used to evaluate students' perceptions of the applications' design and functionality. The influence of participants' gender and Grade Point Average (GPA) on their satisfaction levels was examined via the student t-test and Pearson's correlation, with a significance level of 0.05. RESULTS The study had 56 participants, of which 37 were female (66.07%), and 19 were male (33.92%). The students' average GPA was 15.16 out of 20. The mean rating for ESKILLD's design and functionality was 1.39 ± 0.47 and 1.37 ± 0.46, respectively, signifying a high satisfaction level. Female students rated the application's coherence and learning perception significantly higher than their male counterparts (p < 0.05). However, gender did not significantly influence scores on other perception aspects or overall scores. Students' GPAs and their perception scores did not have a significant correlation. CONCLUSIONS The results indicate that the participants were generally satisfied with the game's features and attitudes towards it, which underscores the potential effectiveness of gamification in dental courses focused on laser applications.
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Affiliation(s)
- Maryam Khorasanchi
- Department of Endodontics, School of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Melika Hoseinzadeh
- Dentist, Research Assistant, Dental Research Center, Mashhad Dental School, Mashhad University of Medical Sciences, Mashhad, Iran
- Department of Community Oral Health, Faculty of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Majid Khadem Rezaeian
- Department of Community Medicine and Public Health, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Ali Kazemian
- Department of Community Oral Health, Faculty of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Ali Moradi
- Orthopedic Research Center, Mashhad University of Medical Science, Mashhad, Iran
- Bone and Joint Research Laboratory, Ghaem Hospital, Mashhad University of Medical Science, Mashhad, Iran
| | - Javad Sarabadani
- Oral and Maxillofacial Disease Research Center, School of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran.
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Albornoz-Palacios E, Ladera-Castañeda M, Briceño-Vergel G, Córdova-Limaylla N, Aroste-Andía R, Hernández-Huamaní E, Gavilán-Chávez P, Castro-Rojas M, Cervantes-Ganoza L, Cayo-Rojas C. Sociodemographic Factors Associated with the Satisfaction Level of Peruvian Dental Students with Virtual Classes During the Covid-19 Pandemic: A Prospective Bicentric Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:257-268. [PMID: 38586608 PMCID: PMC10999204 DOI: 10.2147/amep.s452630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Accepted: 03/27/2024] [Indexed: 04/09/2024]
Abstract
Background The pandemic caused by Covid-19 impacted all areas of social, economic and educational activity. When there is a high risk of spreading highly infectious diseases, education is usually the first service to be suspended. The objective was to evaluate the sociodemographic factors associated with the satisfaction level of Peruvian dental students with virtual classes during the Covid-19 pandemic. Methods This observational, cross-sectional, analytical study evaluated 237 dental students from the capital city and one Peruvian province using a validated 13-item questionnaire to measure the level of satisfaction with virtual classes. Pearson's chi-square test and a logit model were used to evaluate the associated factors such as age group, sex, marital status, monthly family income, area of residence, place of origin, occupation and computer use, considering a significance level of p<0.05. Results Of all students, 50.6%, 40.1% and 9.3% presented a good, average and poor level of satisfaction, respectively, with the virtual classes received. In addition, those with a monthly family income of less than 500 US dollars were 3.15 times more likely to have poor satisfaction compared to those with a monthly family income of more than 1000 US dollars (AOR = 3.15; 95% CI: 1.23-8.05). The rest of the variables evaluated were not considered influential factors in the levels of satisfaction with the virtual classes received. Conclusión Of all students, 50.6% and 9.3% reported good and poor satisfaction with virtual classes during the COVID-19 pandemic, respectively. Monthly family income of less than 500 US dollars was an influential factor. In addition, the variables age group, sex, marital status, area of residence, place of origin, occupation and computer use were not found to be influential factors.
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Affiliation(s)
| | | | | | | | - Rosa Aroste-Andía
- School of Stomatology, Universidad Privada San Juan Bautista, Ica, Peru
| | | | | | - Miriam Castro-Rojas
- Faculty of Dentistry and Postgraduate School, Universidad Nacional Federico Villarreal, Lima, Peru
| | | | - César Cayo-Rojas
- School of Stomatology, Universidad Privada San Juan Bautista, Lima, Peru
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Mücke K, Busch C, Becker J, Drescher D, Becker K. Is online-only learning as effective as blended learning? A longitudinal study comparing undergraduate students' performance in oral radiology. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:236-250. [PMID: 37579026 DOI: 10.1111/eje.12941] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 04/17/2023] [Accepted: 07/14/2023] [Indexed: 08/16/2023]
Abstract
INTRODUCTION Blended learning seems to be an effective teaching concept in oral radiology. During the COVID-19 pandemic, blended learning shifted towards online-only learning. The aim of the present study was to compare the effectiveness of pandemic online-only and pre-pandemic blended learning in three consecutive oral radiology courses (C1, C2 and C3) and to examine whether additional video-based e-learning modules (VBLMs) had a positive impact on undergraduate students' performance during pandemic semesters. MATERIALS AND METHODS Data from 205 undergraduate dental students participating either in a blended learning or an online-only learning concept were analysed. Pre-pandemic blended learning comprised face-to-face seminars and access to an oral radiology platform (ORP). Pandemic online-only learning comprised online seminars, access to the ORP and additional VBLMs (two VBLMs for C1, four VBLMs for C2 and six VBLMs for C3). Through standardised e-exams at the beginning and end of each semester, performance in final exams and knowledge gain were compared between the two groups. RESULTS No significant differences in scores in final exams (p = .11) and knowledge gain (p = .18) were found when comparing the pre-pandemic and pandemic groups. On course level, however, students receiving a lower number of VBLMs performed significantly worse in final exams (C1: p < .01, C2: p = .02) and showed inferior knowledge gain (C2: p < .01) during the pandemic. CONCLUSIONS Within the limitations of the study, the present investigation confirmed that pandemic online-only learning involving VBLMs might be as effective as pre-pandemic blended learning.
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Affiliation(s)
- Katharina Mücke
- Department of Orthodontics, Universitätsklinikum Düsseldorf, Düsseldorf, Germany
| | - Caroline Busch
- Department of Oral Surgery, Universitätsklinikum Düsseldorf, Düsseldorf, Germany
| | - Jürgen Becker
- Department of Oral Surgery, Universitätsklinikum Düsseldorf, Düsseldorf, Germany
| | - Dieter Drescher
- Department of Orthodontics, Universitätsklinikum Düsseldorf, Düsseldorf, Germany
| | - Kathrin Becker
- Department of Orthodontics, Universitätsklinikum Düsseldorf, Düsseldorf, Germany
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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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Azouzi I, Kallala R, Gassara Y, Ghazel R, Harzallah B, Khattech MB. The impact of COVID-19 on dental education in Tunisia. LA TUNISIE MEDICALE 2023; 101:770-774. [PMID: 38465759 PMCID: PMC11261514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 08/23/2023] [Indexed: 03/12/2024]
Abstract
INTRODUCTION Coronavirus disease 2019 (COVID-19) pandemic might have an unprecedented impact on dental education. AIM The main aim of this study was to investigate the impact of COVID-19 among Tunisian dental students. METHODS This was a cross-sectional study carried out from January to March 2022, at the Faculty of Dental Medicine of Monastir (FDMM), Tunisia. The population consisted of the 3rd, 4th, 5th and 6th year dental students registered for the academic year 2021/2022 at the FDMM. The potential number of participants was 881 according to the administration of the faculty. The applied questionnaire was made of 17 questions adapted to the Tunisian context. Incomplete answers were considered as exclusion criteria. RESULTS A total of 446 students responded to the online survey giving an overall response rate of 50.6%. The study revealed that the FDMM was not doing its best to solve the challenges associated with the COVID-19 pandemic for 88.8% of the responders. Dental students were concerned about the impact of COVID-19 pandemic on their dental education (69.6%) especially about graduating on time (63.0%) since changes made in dental medicine education due to the pandemic were stressful for 61.1% of them. The students reached emotional support from their family and friends (46.5%) whereas only 9.8% of them requested assistance from faculty's staff. CONCLUSION This study provides information about the impact of the COVID-19 pandemic on dental education. These findings may sensitize officials in the FDMM to take measures in order to deliver better education to dental medicine students.
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Affiliation(s)
- Ines Azouzi
- Department of Dental Medicine, Military Hospital of Tunis, Tunis, Tunisia
- Research Laboratory of Occlusodontics and Ceramic Prostheses LR16ES15, 5000 Monastir, Tunisia
| | - Rym Kallala
- Research Laboratory of Occlusodontics and Ceramic Prostheses LR16ES15, 5000 Monastir, Tunisia
- Department of Dental Anatomy, Faculty of Dental Medicine, University of Monastir, Tunisia
| | - Yosra Gassara
- Research Laboratory of Occlusodontics and Ceramic Prostheses LR16ES15, 5000 Monastir, Tunisia
- Department of Fixed Prosthodontics, Dental Clinic of Monastir, Tunisia
| | - Raslen Ghazel
- Department of Orthodontics, Dental Clinic of Monastir, Tunisia
| | - Belhassen Harzallah
- Research Laboratory of Occlusodontics and Ceramic Prostheses LR16ES15, 5000 Monastir, Tunisia
- Department of Fixed Prosthodontics, Dental Clinic of Monastir, Tunisia
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Tunc F, Yılmaz M. A comparison of online and face-to-face modalities in endodontic preclinical education: A retrospective study. J Dent Educ 2023; 87:1380-1387. [PMID: 37530077 DOI: 10.1002/jdd.13342] [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: 12/19/2022] [Revised: 06/09/2023] [Accepted: 07/22/2023] [Indexed: 08/03/2023]
Abstract
PURPOSE The aim of this study was to evaluate the competency of undergraduate students in following the principles of access cavity preparation and the radiographic quality of root canal filling in maxillary molar teeth in either online or face-to-face education courses during the novel coronavirus disease 2019 (COVID-19) pandemic. METHODS A total of 178 extracted maxillary molar teeth that underwent endodontic dental treatment by undergraduate students who completed the endodontic preclinical practice course online or face-to-face during the COVID-19 pandemic were retrospectively analyzed. A visual access cavity examination determined the form, width of the cavity, deroofing of the pulp chamber, and the presence of a perforation. Root canal fillings were examined radiographically on periapical radiographs for length, homogeneity, taper, and the presence of iatrogenic defects. Statistical analysis was performed using the chi-square test. RESULTS The incidence of incorrect form, wide cavities, and perforation was statistically higher in the online group than in the face-to-face group (p < 0.05). It was determined that root filling length and homogeneity were more successful in the face-to-face group (p < 0.05). When evaluated for iatrogenic errors, the presence of broken instruments was found to be significantly higher in the online group (p < 0.05). There was no significant difference between the groups in other iatrogenic errors and the taper of the root canal filling (p > 0.05). CONCLUSION The students who underwent face-to-face education were more successful in accessing cavity preparation and root canal fillings than the students who undertook online education.
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Affiliation(s)
- Fatma Tunc
- Dentistry Faculty, Department of Endodontics, Gaziantep University, Gaziantep, Turkey
| | - Melis Yılmaz
- Dentistry, Faculty, Department of Endodontics, Mersin University, Mersin, Turkey
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Al-Hail M, Zguir MF, Koç M. University students' and educators' perceptions on the use of digital and social media platforms: A sentiment analysis and a multi-country review. iScience 2023; 26:107322. [PMID: 37554466 PMCID: PMC10405262 DOI: 10.1016/j.isci.2023.107322] [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: 11/24/2022] [Revised: 05/18/2023] [Accepted: 07/05/2023] [Indexed: 08/10/2023] Open
Abstract
Due to Covid-19, an inevitable restructuring of higher education teaching and learning pedagogies ensuring the continuous and effective learning of students is deemed important. Despite such vitality, a prevalent disparity worldwide on the usages and gains of digital and social media integration is still noticeable. Following a Scoping Literature Review and using the Atlas.ti software for a Grounded Theory qualitative analysis, this study aims to ascertain the significance of digital and social media tools during and after the Covid-19 pandemic. The study explains the common challenges and opportunities both students and educators faced in thirty countries. Drawing on the sentiment analysis of these stakeholders, results indicate that despite the acceleration of digital education into a flexible, and student-centered didactic approach, various barriers in effectively fulfilling online learning still exist. Findings also revealed the lack of, and therefore need for, proper teaching and learning material and strategies suitable for digital education.
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Affiliation(s)
- Maryam Al-Hail
- Division of Sustainable Development, College of Science and Engineering, Hamad Bin Khalifa University, Qatar Foundation, Education City, Doha 34110, Qatar
| | - Mariem Fekih Zguir
- Division of Sustainable Development, College of Science and Engineering, Hamad Bin Khalifa University, Qatar Foundation, Education City, Doha 34110, Qatar
| | - Muammer Koç
- Division of Sustainable Development, College of Science and Engineering, Hamad Bin Khalifa University, Qatar Foundation, Education City, Doha 34110, Qatar
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Ganesh K, Rashid NA, Hasnaoui RE, Assiri R, Cordero MAW. Analysis of female pre-clinical students' readiness, academic performance and satisfaction in online learning: an assessment of quality for curriculum revision and future implementation. BMC MEDICAL EDUCATION 2023; 23:523. [PMID: 37480021 PMCID: PMC10360213 DOI: 10.1186/s12909-023-04503-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Accepted: 07/07/2023] [Indexed: 07/23/2023]
Abstract
BACKGROUND The acceptance of online courses by medical and dental students, especially during the coronavirus disease 2019 crisis, is substantial, as reported in various studies. However, the unfavourable online learning experiences of the students during the pandemic were also highlighted. As the teaching-learning process is returning to the "new normal," it is necessary to identify online learning domains implemented during the pandemic crisis that may be applied in pre-clinical courses in the future. METHODS A validated Student Online Learning Readiness questionnaire assessed pre-clinical students' online learning competence. Students' academic performance in face-to-face post-pandemic was compared with their performance in online settings during the pandemic crisis. Students' satisfaction with online learning was evaluated using a self-made survey questionnaire. Descriptive statistics, the t-test, and multiple regression analysis were used to analyze the data gathered with a p-value ≤ 0.05 considered statistically significant. RESULTS Except for social skills with classmates and groupmates, in which 47.5% of respondents indicated unreadiness, most students were prepared for online learning. Theory-wise, online learners outperformed traditional learners, but the difference was insignificant. In contrast, students' practical skills in face-to-face modality are significantly higher (p = 0.029). Students rated their satisfaction with online learning higher for interactions with instructors and staff and lower for interactions with classmates and group mates and skill acquisition. CONCLUSION Providing high-quality pre-clinical online teaching was achieved for theoretical components but not practical skills acquisition. Students' social engagement with peers is one of the key elements crucial to online learning success. Academic leaders and curriculum developers must recognize potential gaps as they transition to online learning.
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Grants
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
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Affiliation(s)
- Kavitha Ganesh
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Najwa Abdur Rashid
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Raja El Hasnaoui
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Rasha Assiri
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Mary Anne W Cordero
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia.
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Rivero-González MA, Romeo-Rubio M, Castillo-Oyagüe R. Changes in the teaching of prosthodontics adopted in the last academic course of the degree in Dentistry in Spain during the first period of the COVID-19 pandemic. J Dent 2023:104563. [PMID: 37270024 DOI: 10.1016/j.jdent.2023.104563] [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: 05/09/2023] [Revised: 05/26/2023] [Accepted: 05/26/2023] [Indexed: 06/05/2023] Open
Abstract
OBJECTIVES To investigate the impact of the COVID-19 pandemic in the teaching of prosthodontics, on the 5th course of the Bachelor's degree in Dentistry in Spain. METHODS In June 2021, a two-section survey was submitted to the coordinators of prosthodontics of the 23 Spanish faculties of Dentistry. The first section was focused on the theoretical lessons, seminars, and clinical discussion sessions. The second part relied on the clinical teaching and the implemented preventive measures. RESULTS The response rate was 100%. By the end of the 2020-21 course, both the theoretical and practical teaching were replaced by online activities, returning to face-to face in 2021-22. While most participants preferred in-person seminars and clinical discussion sessions, concerning the theory, comparable percentages of professors chose either face-to-face or blended learning (BL). The students' satisfaction with BL is high, but they seem more attentive in-person. At the beginning of the pandemic, the most common emergency in prosthodontics was debonding. Overall, a low concern about cross-infection was noticed. The barrier measures were the mainly adopted for prevention. CONCLUSIONS Although the BL is appreciated in prosthodontics for theoretical lessons, face-to-face teaching appears to be the best option for seminars and clinical case discussions. The students are satisfied with BL. CLINICAL SIGNIFICANCE In the face of the COVID-19 pandemic, the Spanish faculties of Dentistry responded quickly to continuing offering quality education through an accelerated digitization process that has created a new paradigm. Detailed analyses of these changes may help establish plans to respond systematically to unforeseen emergencies.
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Affiliation(s)
| | - Marta Romeo-Rubio
- Professor. Faculty of Dentistry, Complutense University of Madrid (U.C.M.), Madrid, Spain.
| | - Raquel Castillo-Oyagüe
- Cathedratic Professor. Faculty of Dentistry, Complutense University of Madrid (U.C.M.), Madrid, Spain.
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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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Nahidh M, Al-Khawaja NFK, Jasim HM, Cervino G, Cicciù M, Minervini G. The Role of Social Media in Communication and Learning at the Time of COVID-19 Lockdown-An Online Survey. Dent J (Basel) 2023; 11:dj11020048. [PMID: 36826193 PMCID: PMC9954815 DOI: 10.3390/dj11020048] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 02/02/2023] [Accepted: 02/06/2023] [Indexed: 02/12/2023] Open
Abstract
This study aimed to assess orthodontic postgraduate students' use of social media during the COVID-19 lockdown. Ninety-four postgraduate students (67 master's students and 27 doctoral students) were enrolled in the study and asked to fill in an online questionnaire by answering questions regarding their use of social media during the COVID-19 lockdown. The frequency distributions and percentages were calculated using SPSS software. The results showed that 99% of the students used social media. The most frequently used type of social media was Facebook, 94%, followed by YouTube, 78%, and Instagram, 65%, while Twitter and Linkedin were used less, and no one used Blogger. About 63% of the students used elements of social media to learn more about orthodontics staging, biomechanics, and various approaches in managing orthodontic cases. About 56% of students tried uploading and downloading scientific papers, lectures, movies, presentations, and e-books from social media, while communication with professionals and searches about orthodontic products were reported in 47% of students' responses. On the other hand, 43% of the responses favored sharing orthodontic information and posts for teaching and discussion purposes. Generally, social media plays leading roles in the communication with, learning of, sharing of information with, and supervision of patients from a far during the COVID-19 lockdown.
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Affiliation(s)
- Mohammed Nahidh
- Department of Orthodontics, College of Dentistry, University of Baghdad, Baghdad 1001, Iraq
- Correspondence: (M.N.); (H.M.J.); (G.M.)
| | - Noor F. K. Al-Khawaja
- Department of Orthodontics, College of Dentistry, University of Baghdad, Baghdad 1001, Iraq
| | - Hala Mohammed Jasim
- Department of Orthodontics, College of Dentistry, University of Baghdad, Baghdad 1001, Iraq
- Correspondence: (M.N.); (H.M.J.); (G.M.)
| | - Gabriele Cervino
- School of Dentistry, Department of Biomedical and Dental Sciences and Morphofunctional Imaging, University of Messina, Via Consolare Valeria, 1, 98125 Messina, Italy
| | - Marco Cicciù
- School of Dentistry, Department of Biomedical and Dental Sciences and Morphofunctional Imaging, University of Messina, Via Consolare Valeria, 1, 98125 Messina, Italy
| | - Giuseppe Minervini
- Multidisciplinary Department of Medical-Surgical and Dental Specialties, University of Campania “Luigi Vanvitelli”, Via Luigi De Crecchio 6, 80138 Naples, Italy
- Correspondence: (M.N.); (H.M.J.); (G.M.)
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Rafeeq RA, Saleem AE, Nahidh M, Kadhum AS, Al-Huwaizi AF, Marrapodi MM, Cicciù M, Minervini G. Clinical management and infection control protocols during the COVID-19 pandemic: An online survey. Technol Health Care 2023; 31:1579-1592. [PMID: 37092198 DOI: 10.3233/thc-220909] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/25/2023]
Abstract
BACKGROUND SARS-CoV-2 (COVID-19) is considered a highly infectious and life threatening disease. OBJECTIVE The present paper aims to evaluate various aspects of preventive measures and clinical management of the scheduled visits for orthodontic patients to the dental clinics during the outbreak of COVID-19, and to assess how orthodontists dealt with this challenge. METHODS Orthodontists in private and public clinics were invited to fill a questionnaire that addressed infection control protocols and concerns about clinical management of patients in the clinics during the pandemic. Frequncies and percentages of the responses were obtained and compared using Chi-square tests. RESULTS About 77% of those working in private clinics, and 63% of those working in private and governmental clinics performed room disinfection following each patient. In case of patients needing urgent management and have active infection, 56% of the participants provided care under high infection control measures; on the contrary, 64% provided symptomatic intervention including orthodontic wax, analgesics and sometimes mouthwash. CONCLUSION The COVID-19 pandemic has had a negative impact on the orthodontic treatments. All pre-cautionary measures have to be made available in the clinic in order to minimize the spread of viral infection with continuous dental health care training.
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Affiliation(s)
- Reem A Rafeeq
- Department of Orthodontics, College of Dentistry, University of Baghdad, Baghdad, Iraq
| | - Alan E Saleem
- Department of Orthodontics, College of Dentistry, University of Baghdad, Baghdad, Iraq
| | - Mohammed Nahidh
- Department of Orthodontics, College of Dentistry, University of Baghdad, Baghdad, Iraq
| | - Ammar S Kadhum
- Department of Orthodontics, College of Dentistry, University of Baghdad, Baghdad, Iraq
| | - Akram F Al-Huwaizi
- Department of Orthodontics, College of Dentistry, University of Baghdad, Baghdad, Iraq
| | - Maria Maddalena Marrapodi
- Department of Woman, Child and General and Specialist Surgery, University of Campania "Luigi Vanvitelli", Naples, Italy
| | - Marco Cicciù
- Department of Biomedical and Dental Sciences, Morphological and Functional Images, University of Messina, Messina, Italy
| | - Giuseppe Minervini
- Multidisciplinary Department of Medical-Surgical and Odontostomatological Specialties, University of Campania "Luigi Vanvitelli", Naples, Italy
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Al-Zohbi G, Pilotti MAE, Abdelsalam H, Elmoussa O. Learning physics online or face-to-face: A case study of STEM and non-STEM students. Front Psychol 2022; 13:1041187. [DOI: 10.3389/fpsyg.2022.1041187] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2022] [Accepted: 11/03/2022] [Indexed: 11/20/2022] Open
Abstract
The academic performance of young women is particularly relevant to the success of societies that have only recently begun to address gender inequalities in education and the workforce. The present research examined the performance in a physics course of STEM and non-STEM female freshmen from such a society. It aimed to determine whether the change to online instruction, forced by the pandemic on students who had been accustomed to the face-to-face mode, affected their performance. In the study, performance on lab assignments and tests distributed across the semester (formative assessment measures) differed. Namely, STEM students performed better than non-STEM students on lab assignments and better online than face-to-face on tests. Non-STEM students’ performance on both lab assignments and tests remained insensitive to the mode of instruction. Performance on the final test and course grades, both of which were treated as summative assessment measures, replicated the pattern of effects exhibited by tests distributed across the entire semester. For all students, prior math proficiency made a limited contribution to performance. The findings of this study suggest that young women, who during the pandemic were brought back to the constraints of the home, were resilient in the face of change. According to physics instructors and students, by distributing study efforts more continuously in the online mode and taking advantage of recorded class meetings, they managed to promote performance (as per STEM students) or preserve it (as per non-STEM students).
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Aleksejuniene J, Hysi D, Nikolovovska J, Stangvaltaite-Mouhat L, Chałas R, Oancea R, Richardas K, Lipski M, Sarna-Boś K, Puriene A. European student wellness, stress, coping, support and perceptions about remote dental training during COVID-19. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:820-829. [PMID: 34989091 DOI: 10.1111/eje.12765] [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: 05/18/2021] [Revised: 12/21/2021] [Accepted: 12/23/2021] [Indexed: 06/14/2023]
Abstract
OBJECTIVES The aim of this study was to compare wellness, stress, ability to cope, social support and perceptions about remote training amongst European dental students during COVID-19. METHODS 1795 undergraduate dental students from six countries and eight dental schools participated. The anonymous survey collected data about different aspects in each of the following domains: wellness, stress, ability to cope, social support and perceptions about remote training. Complex multi-item scales were used for all domains. RESULTS There were differences amongst countries in all the domains. Overall, student stress scores were lower than either their coping or support scores. The highest wellness score (mean ±sd) was observed in Romania: 62.5% ± 11.2% whilst the highest mean stress scores were observed in Albania: 46.3% ± 11.7% and Lithuania: 42.2% ± 13.8%. Overall, student stress and coping ability scores were lower and their support scores higher. About 10% of students did not have any support. In the linear multivariable regression analysis, significant predictors of wellness were being female (β = 0.073), not being in a graduating year (β = 0.059), having less stress (β = 0.222), ability to cope (β = 0.223) and having support (β = 0.179). The student positive perceptions about remote training were predicted by less stress (β = 0.080), coping (β = 0.182) and support (β = 0.057). CONCLUSIONS Students varied in wellness, stress, coping, social support and perceptions of remote training. Also, there were significant differences amongst students from different countries. Coping was the best predictor of both student wellness and their positive perceptions about remote training.
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Affiliation(s)
- Jolanta Aleksejuniene
- Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
| | - Dorjan Hysi
- Faculty of Dental Medicine, University of Medicine, Tirana, Albania
| | | | - Lina Stangvaltaite-Mouhat
- UiT The Arctic University of Norway, Tromsø, Norway
- Oral Health Centre of Expertise in Eastern Norway, Oslo, Norway
| | - Renata Chałas
- Department of Oral Medicine, Medical University of Lublin, Lublin, Poland
| | - Roxana Oancea
- Department of Preventive Dentistry, Faculty of Dental Medicine, Victor Babes, University of Medicine and Pharmacy, Timisoara, Romania
- Translational and Experimental Clinical Research Center in Oral Health (TEXC-OH), Timisoara, Romania
| | | | - Mariusz Lipski
- Department of Preclinical Conservative Dentistry and Preclinical Endodontics, Pomeranian Medical University, Szczecin, Poland
| | - Katarzyna Sarna-Boś
- Department of Dental Prosthetics, Medical University of Lublin, Lublin, Poland
| | - Alina Puriene
- Medical Faculty, University of Vilnius, Vilnius, Lithuania
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Al Janabi T, Chung S. Current Impact and Long-Term Influence of the COVID-19 Pandemic on Iraqi Healthcare Systems: A Case Study. EPIDEMIOLOGIA (BASEL, SWITZERLAND) 2022; 3:412-433. [PMID: 36547253 PMCID: PMC9778304 DOI: 10.3390/epidemiologia3040032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/14/2022] [Revised: 09/17/2022] [Accepted: 09/23/2022] [Indexed: 12/25/2022]
Abstract
Decades of wars, sanctions, and internal conflicts have compromised Iraq's health system, which once was the best system in the region. National and international efforts to revitalize the system have been successful to some extent; however, significant challenges still exist. The COVID-19 pandemic has exposed new vulnerabilities and exacerbated the existing ones, affecting the quality and the quantity of the health services delivered. This case study explored the baseline function of Iraq's health system within the context of the World Health Organization (WHO) health system framework. The paper also examined the country's response to the COVID-19 pandemic and some of its impacts. Results show that the system was not functioning optimally nor was it prepared to address the immediate impact of the current pandemic and other emerging public health issues. While mitigating the pandemic's short-term and long-term impacts are essential, it should not divert the focus from restructuring and strengthening the health system. Iraq may need to prioritize the health information system and leadership/governance as they provide the basis for health policies and regulations for all other health system building blocks.
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Sustainable Distance Online Educational Process for Dental Students during COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159470. [PMID: 35954826 PMCID: PMC9368722 DOI: 10.3390/ijerph19159470] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [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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Abdull Mutalib AA, Md Akim A, Jaafar MH. A systematic review of health sciences students' online learning during the COVID-19 pandemic. BMC MEDICAL EDUCATION 2022; 22:524. [PMID: 35786374 PMCID: PMC9251028 DOI: 10.1186/s12909-022-03579-1] [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: 04/13/2022] [Accepted: 06/16/2022] [Indexed: 05/22/2023]
Abstract
BACKGROUND This study aims to analyse the effectiveness of distance learning during the COVID-19 pandemic among undergraduate health sciences students using systematic review. Online learning has been chosen as the best approach to continue offering education in this pandemic era. METHOD The screening process was done using Scopus, ScienceDirect and PubMed based on the eligibility criteria. Out of 1486 studies, 1269 were screened. A total of 64 eligible studies obtained were included in the quantitative analysis. Results were categorized into i) student attitudes (perceptions/satisfactions/engagements), and ii) student learning outcomes, and compared to the Kirkpatrick model. RESULTS Although facing difficulties, 50% of the studies was moderately satisfied with distance learning, while 36% was highly satisfied and 17% dissatisfied. Most studies (26%) reported flexibility in online learning. Internet issues (19%) and low interaction between learners and instructors (19%) were the most prevalent problems mentioned. Online education engages students better than traditional learning. The learning outcome was assessed using two categories: i) academic performance and ii) skill development. Most studies (72%) stated that online learning improves academic performance, 14% reported a drop, and 14% stated no effect, while an increase in clinical skills and communication skills were reported. Kirkpatrick evaluation revealed 80% of the studies obtained was evaluated at level 1 (reaction), 8% at level 2 (learning), 12% at level 3 (behaviour) and none at level 4 (results). CONCLUSION Overall, this systematic review found that the online learning performed better than expected during COVID-19, but the data gained is insufficient to say it is beneficial when compared to other types of teaching approaches.
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Affiliation(s)
- Abdull Assyaqireen Abdull Mutalib
- Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, 43400, Serdang, Selangor, Malaysia
| | - Abdah Md Akim
- Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, 43400, Serdang, Selangor, Malaysia.
| | - Mohamad Hasif Jaafar
- Academy of Contemporary Islamic Studies, Universiti Teknologi MARA, 72000, Kuala Pilah, Negeri Sembilan, Malaysia
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Etajuri EA, Mohd NR, Naimie Z, Ahmad NA. Undergraduate dental students’ perspective of online learning and their physical and mental health during COVID-19 pandemic. PLoS One 2022; 17:e0270091. [PMID: 35709435 PMCID: PMC9491624 DOI: 10.1371/journal.pone.0270091] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 06/04/2022] [Indexed: 11/18/2022] Open
Abstract
Background and objective COVID-19 pandemic continuously spread exacerbating global concerns. It had
impacted all life aspects such as social, cultural, economic and education.
This study assess the impact of COVID-19 pandemic on undergraduate dental
students at Faculty of Dentistry, University of Malaya. The objective of
this study is to evaluate the impact of the pandemic on physical and mental
health of undergraduate dental students. Methods This is a cross-sectional study. An online questionnaire was administrated to
150 undergraduate dental students. The questionnaire included questions
related to students’ demographic data, their concerns on academic
achievement, their opinion on institution response, and the impact of the
crisis on their mental and physical health. SPSS software v26.0 was used to
analyse the collected data. Results A total of 147 respondents participated in the study. About 66% of the
students felt comfortable in adapting to the new technology while 85.7% were
concerned about the quality of online learning. Almost all students 98.6%
expressed their doubts on the ability to pass the competency exams and to
graduate on time, with only 49.7% agreed that clinical experience was
effectively delivered through online classes. Most students were also
concerned on the impact of the pandemic on their physical and emotional
health 85.8% and 76.9% respectively. Conclusions The findings of our study highlight the positive adaptation of the students
to online learning and using technology. On the other hand, the study
indicates that the COVID-19 pandemic brings negative impacts on our
students’ physical and mental health.
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Affiliation(s)
- Enas Abdalla Etajuri
- Department of Restorative Dentistry, Faculty of Dentistry, University of
Malaya, Kuala Lumpur, Malaysia
- * E-mail:
(EAE); (NRM); (ZN); (NAA)
| | - Noorhayati Raja Mohd
- Department of Restorative Dentistry, Faculty of Dentistry, University of
Malaya, Kuala Lumpur, Malaysia
- * E-mail:
(EAE); (NRM); (ZN); (NAA)
| | - Zahra Naimie
- Deans Office, Faculty of Dentistry, University of Malaya, Kuala Lumpur,
Malaysia
- * E-mail:
(EAE); (NRM); (ZN); (NAA)
| | - Norasmatul Akma Ahmad
- Department of Restorative Dentistry, Faculty of Dentistry, University of
Malaya, Kuala Lumpur, Malaysia
- * E-mail:
(EAE); (NRM); (ZN); (NAA)
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Fujs D, Vrhovec S, Žvanut B, Vavpotič D. Improving the efficiency of remote conference tool use for distance learning in higher education: A kano based approach. COMPUTERS & EDUCATION 2022; 181:104448. [PMID: 36568328 PMCID: PMC9758603 DOI: 10.1016/j.compedu.2022.104448] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Revised: 01/14/2022] [Accepted: 01/17/2022] [Indexed: 05/22/2023]
Abstract
During the COVID-19 pandemic, higher education institutions around the world were challenged to shift from traditional to distance teaching processes. This was not an easy task as educational institutions had to face many technology and human related challenges. The purpose of this paper is to present an approach that helps teachers to use remote conference tools (RCT) for a particular course more efficiently. The approach enables both teachers and students to be more effective in online education in general and during pandemics. The proposed approach leans on the Kano model and specifically focuses on evaluation of RCT features (RCTF) from students' and teachers' perspectives. Such evaluation enables development of recommendations for effective RCTF use. The approach was tested in three different case studies: Case 1 (computer and information science - software development; 39 students, 2 teachers), Case 2 (criminal justice and security - introduction to information systems; 130 students, 2 teachers), Case 3 (applied kinesiology - statistics; 44 students, 2 teachers). In all three cases, the results clearly demonstrated the benefits of the proposed approach and showed that the use of RCTF should be adapted to the specifics of each course where lectures and tutorials need to be considered separately.
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Affiliation(s)
- Damjan Fujs
- University of Ljubljana, Faculty of Computer and Information Science, Večna pot 113, 1000, Ljubljana, Slovenia
| | - Simon Vrhovec
- University of Maribor, Faculty of Criminal Justice and Security, Kotnikova ulica 8, 1000, Ljubljana, Slovenia
| | - Boštjan Žvanut
- University of Primorska, Faculty of Health Sciences, Polje 42, 6310, Izola, Slovenia
| | - Damjan Vavpotič
- University of Ljubljana, Faculty of Computer and Information Science, Večna pot 113, 1000, Ljubljana, Slovenia
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Alizadeh A, Sheikhi M, Vakili MM, Nourian A. Live demonstration versus multimedia: A comparison of two educational methods of orthodontic dental cast trimming. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2022; 10:120-125. [PMID: 35434149 PMCID: PMC9005755 DOI: 10.30476/jamp.2021.91561.1450] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 06/12/2021] [Accepted: 12/07/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The aim of this study was to compare the effect of two educational methods: live practical and multimedia demonstrations of dental cast trimming. METHODS In this quasi-experimental study, all 44 dental students from Zanjan University Dental School who were studying in the 8th semester entered the study. Using simple randomization, we assigned them to two groups. Multimedia and live demonstrations were used in the intervention (n=21) and control (n=23) groups, respectively. Knowledge of students was assessed using pre-test and post-test. Practical skills were compared using the students' final semester scores. The Individual Development and Educational Assessment questionnaire was used to assess the students' reaction to instruction. For data analysis, mean and standard deviation, and independent and paired t-tests were used. Statistical analysis was performed using SPSS software. RESULTS In terms of knowledge, the pre-test scores of the intervention and control groups were not significantly different (p-value= 0.457), and the post-test scores of the two intervention and control groups had no significant difference (p-value= 0.053); however, in both intervention and control groups there was a significant difference between the scores before and after the test, and the scores of both groups increased after training (p-value= 0.001, p-value= 0.001). In terms of practical skills, no significant difference was observed in the mean and standard deviation of the scores in the two groups (p-value=0.902). There was no significant difference in terms of the students' reaction to instruction. CONCLUSION All students passed this course successfully. Further, their knowledge and skills were improved in both groups. Similar to the live practical demonstration, that of the multimedia led to a positive reaction to instruction in students. Therefore, multimedia education can be used well with the traditional method and even replaces it.
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Affiliation(s)
- Alireza Alizadeh
- School of dentistry, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Mostafa Sheikhi
- Department of orthodontics, School of dentistry, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Mohammad Masoud Vakili
- Department of Health Education & Health Promotion, School of Public Health, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Azin Nourian
- School of dentistry, Zanjan University of Medical Sciences, Zanjan, Iran
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BAŞARAN B, YALMAN M. Determining the perceptions of pre-service teachers on technology-based learning during the Covid-19 process: a latent class analysis approach. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:7471-7490. [PMID: 36039157 PMCID: PMC9402886 DOI: 10.1007/s10639-022-10910-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/18/2021] [Accepted: 01/19/2022] [Indexed: 06/15/2023]
Abstract
In the study, latent class analysis (LCA) was used to determine the unobserved structures and the subpopulations of pre-service teachers' technology-based learning behaviours. According to LCA results, three latent classes were obtained. These classes are labelled as Class-1: "High-Level Technology Perception", Class-2: "Low-Level Technology Perception", Class-3: "Intermediate-Level Technology Perception". When Class-1(Reference Group) and Class-2 were compared, it was observed that the covariates of "gender" and "the Covid-19 pandemic affecting learning motivation" did not have a significant effect on Class-2. It has been determined that pre-service teachers who are older, studying in the 4th grade, using the Internet for more than 8 h a day, have advanced computer skills and have advanced technology-based learning experience are less likely to be in Class-2. In addition, in the study, while self-directed learning with technology was associated with pre-service teachers' attitudes towards online teaching in the Covid-19 period and class membership, the fear of Covid-19 was not associated with latent class membership.
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Affiliation(s)
- Bülent BAŞARAN
- Ziya Gökalp Education Faculty, Instructional Technologies, Dicle University, Diyarbakir, Turkey
| | - Murat YALMAN
- Ziya Gökalp Education Faculty, Instructional Technologies, Dicle University, Diyarbakir, Turkey
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Moothedath M. A learning curve is essential to growth: Dental education during Coronavirus Disease 2019. JOURNAL OF PHARMACY AND BIOALLIED SCIENCES 2022; 14:S399-S402. [PMID: 36110723 PMCID: PMC9469358 DOI: 10.4103/jpbs.jpbs_688_21] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2021] [Revised: 11/25/2021] [Accepted: 12/15/2021] [Indexed: 11/09/2022] Open
Abstract
Introduction: The Coronavirus disease 2019 (COVID-19) pandemic had a profound impact on normal dental education. The purpose of this study is to look at the influence of COVID-19 quarantine on dental graduates' readiness, as well as to look into the usefulness and limits of online education from the perspective of students. Materials and Methods: A cross-sectional study was conducted among 1000 dental students of 18 dental colleges in Kerala from July 2021 to September 2021 using a self-reported closed-ended questionnaire and the information was coded, entered, and analyzed using the SPSS 20.0 version. Results: A total of 88% of those who took the survey responded. Until the pandemic is over, a large majority of students (74.7%) prefer online lectures over classroom lectures. Only 46.1% of those who received online education felt confident enough to confront a patient. Conclusion: Data showed that students partially appreciated the online system. According to the statistics, students did not believe that it could completely replace face-to-face clinical practice.
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Ozbay Y, Cirakoglu NY. Evaluation of distance learning and online exam experience of Turkish undergraduate dental students during the Covid-19 pandemic. Niger J Clin Pract 2022; 25:916-922. [DOI: 10.4103/njcp.njcp_1949_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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Nakhoda K, Ahmady S, Fesharaki MG, Azar NG. COVID-19 Pandemic and E-Learning Satisfaction in Medical and Non-Medical Student: A Systematic Review and Meta-Analysis. IRANIAN JOURNAL OF PUBLIC HEALTH 2021; 50:2509-2516. [PMID: 36317038 PMCID: PMC9577163 DOI: 10.18502/ijph.v50i12.7933] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Accepted: 06/19/2021] [Indexed: 06/16/2023]
Abstract
BACKGROUND The COVID-19 pandemic has led to a rapid shift in student education style from face-to-face to electronic learning. Since the education satisfaction index is considered as a measure of the quality of educational services, therefore, this study aimed to assess E-Learning Satisfaction (ELS) in medical and non-medical students during COVID-19 pandemic. METHODS Articles that had been published from 22 Dec 2019 to 4 Jan 2021 were identified through searching databases including PubMed, Scopus, Elsevier, Google Scholar, Web of Science and Iranian Scientific Information Database (SID), Health.barakatkns, IranDoc, Civilica and MagIran using the following keywords: "Distance learning", "Virtual learning", "E-Learning", "Satisfaction", "COVID 19". We systematically reviewed all studies that reported ELS. In this study, meta-analysis was used to estimate the pooled ELS. RESULTS Overall, 184 records were identified by the electronic search, of which 24 relevant studies were included in meta-analysis. The pooled ELS in medical, non-medical and overall were 58.1% (50.5%-65.7%), 70.1% (66.8%-73.5%) and 63.8% (58.9%-68.8%) respectively. CONCLUSION According to our results and lower ELS in medical students in comparison with non-medical students, designing new E-Learning methods for medical students has been suggested.
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Affiliation(s)
- Kobra Nakhoda
- Endocrine Research Center, Research Institute for Endocrine Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Soleiman Ahmady
- Department of Medical Education, Virtual School of Medical Education, Tehran, Iran
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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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Yu-Fong Chang J, Wang LH, Lin TC, Cheng FC, Chiang CP. Comparison of learning effectiveness between physical classroom and online learning for dental education during the COVID-19 pandemic. J Dent Sci 2021; 16:1281-1289. [PMID: 34377354 PMCID: PMC8339598 DOI: 10.1016/j.jds.2021.07.016] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2021] [Indexed: 12/14/2022] Open
Abstract
BACKGROUND/PURPOSE Online learning has been used to continue dental education activities during the coronavirus disease 2019 (COVID-19). This study aimed to compare the learning effectiveness between physical classroom and online class learning for dental education during the COVID-19 pandemic by the questionnaire survey. MATERIALS AND METHODS A questionnaire-based online survey was used to evaluate the learning effectiveness on the dental students who took the compulsory course entitled "oral pathology and diagnosis" in School of Dentistry, National Taiwan University in 2021. Student's t-test and Mann-Whitney U test were used to analyze the difference in learning effectiveness between physical classroom and online class learning for dental education during the COVID-19 pandemic. RESULTS In this study, dental students tended to have a viewpoint that the learning effectiveness of online class learning was better than that of physical classroom learning. On the contrary, they tended to have a viewpoint that the convenience and fairness of physical classroom examination was better than that of online examination (all P-values < 0.001). CONCLUSION We conclude that our dental students are ready to take online courses. In terms of blended learning courses, the combination of physical classroom and online courses is the future trend of dental education. At this moment, dental schools must prepare their abilities for the implementation of online courses to respond to the COVID-19 pandemic and the next crisis, as well as for the needs of future dental education.
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Affiliation(s)
- Julia Yu-Fong Chang
- Department of Dentistry, National Taiwan University Hospital, College of Medicine, National Taiwan University, Taipei, Taiwan
- Graduate Institute of Clinical Dentistry, School of Dentistry, National Taiwan University, Taipei, Taiwan
- Graduate Institute of Oral Biology, School of Dentistry, National Taiwan University, Taipei, Taiwan
| | - Ling-Hsia Wang
- Center for the Literature and Art, Hsin Sheng Junior College of Medical Care and Management, Taoyuan, Taiwan
| | - Tzu-Chiang Lin
- Center for the Liberal Arts, National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan
| | - Feng-Chou Cheng
- School of Life Science, National Taiwan Normal University, Taipei, Taiwan
- Science Education Center, National Taiwan Normal University, Taipei, Taiwan
| | - Chun-Pin Chiang
- Department of Dentistry, National Taiwan University Hospital, College of Medicine, National Taiwan University, Taipei, Taiwan
- Graduate Institute of Clinical Dentistry, School of Dentistry, National Taiwan University, Taipei, Taiwan
- Graduate Institute of Oral Biology, School of Dentistry, National Taiwan University, Taipei, Taiwan
- Department of Dentistry, Hualien Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, Hualien, Taiwan
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Chang TY, Hsu ML, Kwon JS, Kusdhany MFS, Hong G. Effect of online learning for dental education in asia during the pandemic of COVID-19. J Dent Sci 2021; 16:1095-1101. [PMID: 34484575 PMCID: PMC8403877 DOI: 10.1016/j.jds.2021.06.006] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Revised: 06/15/2021] [Indexed: 12/23/2022] Open
Abstract
BACKGROUND/PURPOSE Online learning has been utilized in the world to continue educational activities in dentistry, which was severely affected by the pandemic of coronavirus disease 2019 (COVID-19). The purpose of this study was aimed to evaluate the effect of online learning during the pandemic of COVID-19 in different dental schools of different countries in Asia by the questionnaire survey. MATERIALS AND METHODS Mantel-Haenszel chi-square tests were used to analyze the difference between dental schools with and without shutdown. A questionnaire-based online survey was used to evaluate the online learning effect on undergraduate students in 13 dental schools of 7 Asia countries and regions. RESULTS For the question that blended learning class has better learning efficiency, the agreement rate was significantly higher in the students (80.3%) from the dental schools that did not suspend face-to-face education activities than in the students (50.3%) from the dental school that was shut down. CONCLUSION Within the limitation of this study, it is concluded that a combination of physical and online classes in terms of blended learning courses will be the future trend for dental education.
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Affiliation(s)
- Tsai-Yu Chang
- School of Dentistry, National Yang Ming Chiao Tung University, Taipei, Taiwan
| | - Ming-Lun Hsu
- School of Dentistry, National Yang Ming Chiao Tung University, Taipei, Taiwan
| | - Jae-Sung Kwon
- Yonsei University College of Dentistry, Seoul, Republic of Korea
| | | | - Guang Hong
- Graduate School of Dentistry, Tohoku University, Sendai, Japan
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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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Zheng M, Bender D, Lyon C. Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study. BMC MEDICAL EDUCATION 2021; 21:495. [PMID: 34530828 PMCID: PMC8443899 DOI: 10.1186/s12909-021-02909-z] [Citation(s) in RCA: 40] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 08/26/2021] [Indexed: 05/06/2023]
Abstract
BACKGROUND The COVID-19 pandemic forced dental schools to close their campuses and move didactic instruction online. The abrupt transition to online learning, however, has raised several issues that have not been resolved. While several studies have investigated dental students' attitude towards online learning during the pandemic, mixed results have been reported. Additionally, little research has been conducted to identify and understand factors, especially pedagogical factors, that impacted students' acceptance of online learning during campus closure. Furthermore, how online learning during the pandemic impacted students' learning performance has not been empirically investigated. In March 2020, the dental school studied here moved didactic instruction online in response to government issued stay-at-home orders. This first-of-its-kind comparative study examined students' perceived effectiveness of online courses during summer quarter 2020, explored pedagogical factors impacting their acceptance of online courses, and empirically evaluated the impact of online learning on students' course performance, during the pandemic. METHOD The study employed a quasi-experimental design. Participants were 482 pre-doctoral students in a U.S dental school. Students' perceived effectiveness of online courses during the pandemic was assessed with a survey. Students' course grades for online courses during summer quarter 2020 were compared with that of a control group who received face-to-face instruction for the same courses before the pandemic in summer quarter 2019. RESULTS Survey results revealed that most online courses were well accepted by the students, and 80 % of them wanted to continue with some online instruction post pandemic. Regression analyses revealed that students' perceived engagement with faculty and classmates predicted their perceived effectiveness of the online course. More notably, Chi Square tests demonstrated that in 16 out of the 17 courses compared, the online cohort during summer quarter 2020 was equally or more likely to get an A course grade than the analogous face-to-face cohort during summer quarter 2019. CONCLUSIONS This is the first empirical study in dental education to demonstrate that online courses during the pandemic could achieve equivalent or better student course performance than the same pre-pandemic in-person courses. The findings fill in gaps in literature and may inform online learning design moving forward.
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Affiliation(s)
- Meixun Zheng
- Office of Academic Affairs, Arthur A. Dugoni School of Dentistry, University of the Pacific, CA, San Francisco, USA.
| | - Daniel Bender
- Office of Academic Affairs, Arthur A. Dugoni School of Dentistry, University of the Pacific, CA, San Francisco, USA
| | - Cindy Lyon
- Office of Academic Affairs, Arthur A. Dugoni School of Dentistry, University of the Pacific, CA, San Francisco, USA
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Iurcov R, Pop LM, Iorga M. Impact of COVID-19 Pandemic on Academic Activity and Health Status among Romanian Medical Dentistry Students; A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:6041. [PMID: 34199729 PMCID: PMC8200025 DOI: 10.3390/ijerph18116041] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Revised: 05/31/2021] [Accepted: 06/01/2021] [Indexed: 12/23/2022]
Abstract
During the first year of the COVID-19 pandemic, dental faculties had to rethink their way of teaching and interacting with students and of delivering solid theoretical knowledge and practical skills to students. BACKGROUND The purpose of the study was to assess dentistry students' opinions about the online activity, together with a self-evaluation of their mental and physical health, during the first wave of the pandemic. METHODS A cross-sectional study was conducted using an online survey. Three hundred and three students, enrolled across all six years of study, were included in the research. Socio-demographic and academic data were collected, along with a self-evaluation of physical and mental status. Some items investigated students' opinions about distance learning and the impact of that online activity on their achievement. The answers were rated using a five-item Likert-like scale. Data were analyzed using SPSS (v.24). RESULTS statistical analyses showed that more than 20% of the students strongly agreed with the statement that they felt more anxious and depressed during the first months of the pandemic, and more than 30% were totally satisfied with their relationships with their family members. One-fifth of the respondents declared that they were totally dissatisfied with the relationships with their colleagues and friends. Overall, 50.60% of the students attended the courses/labs in their entirety when they were connected online. Two-thirds of the respondents considered that their practical training was affected due to the online activity, and that not all of the subjects could be taught online. More than half of the respondents agreed that the most objective evaluation method is that of the multiple-choice exams administered at school, and considered that exclusively utilizing online assessments of students encourages unethical behaviors. Age, involvement in online activity, and active participation using video cameras were strongly correlated with satisfaction with academic results. CONCLUSIONS The results of the present study showed that online activity was a good alternative for dentistry students during the pandemic restrictions. The positive aspects, together with the negative consequences, of distance learning should also be taken into consideration by university teachers and academic institutions to improve teaching experiences and to ensure a solid professional formation for dentistry students.
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Affiliation(s)
- Raluca Iurcov
- Dentistry Department, Faculty of Medicine, University of Oradea, 410073 Oradea, Romania;
| | - Lavinia-Maria Pop
- Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University, 700111 Iasi, Romania;
| | - Magdalena Iorga
- Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University, 700111 Iasi, Romania;
- Behavioral Sciences Department, “Grigore T. Popa” University of Medicine and Pharmacy, 700115 Iasi, Romania
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Goob J, Erdelt K, Güth JF, Liebermann A. Dental education during the pandemic: Cross-sectional evaluation of four different teaching concepts. J Dent Educ 2021; 85:1574-1587. [PMID: 34046898 PMCID: PMC8242849 DOI: 10.1002/jdd.12653] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Revised: 03/31/2021] [Accepted: 04/24/2021] [Indexed: 12/23/2022]
Abstract
Objectives To evaluate the advantages of student satisfaction with and functionality of three digital teaching concepts during the SARS‐CoV‐2 pandemic compared to a conventional lecture setup. Methods This cross‐sectional study was a survey‐based e‐learning research among dental students in the clinical study phase of a department of prosthetic dentistry at a German university hospital. A total of 44 questions were answered in four main sections: 1. general technical components; 2. acceptance; 3. evaluation and functionality; and 4. overall evaluation and grades of the various digital concepts. The use of Zoom conference, livestream, and prerecorded PowerPoint was compared to the conventional lecture setup (control group/CG). Data were analyzed using the Kolmogorov‐Smirnov test, followed by an exploratory data analysis and Cronbach's alpha test (α = 0.05). Results Students were very satisfied with the provision, quality, and benefit of the digital concepts. The asynchronous concept was significantly more satisfying than the synchronous concepts in many aspects but was less successful in interactions. In the overall evaluation and grading, the asynchronous concept was rated significantly better than the other synchronous concepts (p ≤ 0.007), followed by Zoom conference, conventional lecture (CG), and livestream, while Zoom conference and the conventional lecture showed no significant difference (p = 0.784). Conclusions Students significantly preferred the asynchronous concept to the synchronous concepts. The results suggested that asynchronous concepts are an effective and functional form of distance education during a pandemic. In general, digital teaching concepts are currently widely accepted for maintaining university education.
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Affiliation(s)
- Janosch Goob
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Munich, Germany
| | - Kurt Erdelt
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Munich, Germany
| | - Jan-Frederik Güth
- Department of Prosthetic Dentistry, Center for Dentistry and Oral Medicine (Carolinum), Goethe-University, Frankfurt am Main, Germany
| | - Anja Liebermann
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Munich, Germany
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Iosif L, Ţâncu AMC, Didilescu AC, Imre M, Gălbinașu BM, Ilinca R. Self-Perceived Impact of COVID-19 Pandemic by Dental Students in Bucharest. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:5249. [PMID: 34069311 PMCID: PMC8156800 DOI: 10.3390/ijerph18105249] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/20/2021] [Revised: 05/09/2021] [Accepted: 05/11/2021] [Indexed: 12/21/2022]
Abstract
All social and economic systems worldwide, including the educational one have been disrupted by escalating the global COVID-19 pandemic. One of the most impacted areas were the medical and dental education fields, due to the forced break from clinical practice during the lockdown, which affected both the educational part, as well as the patients. Thus, the main goal of our research was to investigate the impact of the COVID-19 pandemic on the dental students' education as related to their perceptions and evaluations, in Carol Davila University of Medicine and Pharmacy, Bucharest, Romania. A cross-sectional study was conducted on 878 dental students who reported their perception of the psychological and educational impact of this period by completing a Google Forms questionnaire. Collected data were statistically analyzed using Stata/IC 16. There was a severe psychological impact among the respondents, the levels of stress being perceived as high and very high (33.83%, n = 297; 28.59%, n = 251), similar to high and very high anxiety feelings (26.54%, n = 233; 24.26%, n = 213). Very high educational impact from the point of view of the acquisition of practical skills (48.52%, n = 426) and future professional perspectives (38.95%, n = 342) were recorded. While online theoretical learning ability was principally low (37.93%, n = 333) despite consistently modified time allocated to the individual study (44.35%, n = 389), most of the students evaluated the efficiency of lecturers in online courses as neutral (41.12%, n = 361). New dentistry teaching programs will have to be adopted taking into account the dynamics of the pandemic and its strong impact on our students, in order to improve both their wellbeing and the sustainability of dental education.
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Affiliation(s)
- Laura Iosif
- Department of Complete Denture, Faculty of Dental Medicine, Carol Davila University of Medicine and Pharmacy, 17–21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania; (L.I.); (M.I.)
| | - Ana Maria Cristina Ţâncu
- Department of Complete Denture, Faculty of Dental Medicine, Carol Davila University of Medicine and Pharmacy, 17–21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania; (L.I.); (M.I.)
| | - Andreea Cristiana Didilescu
- Department of Embryology, Faculty of Dental Medicine, Carol Davila University of Medicine and Pharmacy, 17–21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania;
| | - Marina Imre
- Department of Complete Denture, Faculty of Dental Medicine, Carol Davila University of Medicine and Pharmacy, 17–21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania; (L.I.); (M.I.)
| | - Bogdan Mihai Gălbinașu
- Department of Dental Prosthesis Technology and Dental Materials, Faculty of Dental Medicine, Carol Davila University of Medicine and Pharmacy, 17–21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania
| | - Radu Ilinca
- Department of Biophysics, Faculty of Dental Medicine, Carol Davila University of Medicine and Pharmacy, 17–21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania;
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Jacimovic J, Jakovljevic A, Nagendrababu V, Duncan HF, Dummer PMH. A bibliometric analysis of the dental scientific literature on COVID-19. Clin Oral Investig 2021; 25:6171-6183. [PMID: 33822288 PMCID: PMC8022306 DOI: 10.1007/s00784-021-03916-6] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Accepted: 03/25/2021] [Indexed: 02/06/2023]
Abstract
Objectives The rapid production of a large volume of literature during the early phase of the COVID-19 outbreak created a substantial burden for clinicians and scientists. Therefore, this manuscript aims to identify and describe the scientific literature addressing COVID-19 from a dental research perspective, in terms of the manuscript origin, research domain, study type, and level of evidence (LoE). Materials and methods Data were retrieved from Web of Science, Scopus, and PubMed. A descriptive analysis of bibliographic data, collaboration network, and keyword co-occurrence analysis were performed. Articles were further classified according to the field of interest, main research question, type of study, and LoE. Results The present study identified 296 dental scientific COVID-19 original papers, published in 89 journals, and co-authored by 1331 individuals affiliated with 429 institutions from 53 countries. Although 81.4% were single-country papers, extensive collaboration among the institutions of single countries (Italian, British, and Brazilian institutions) was observed. The main research areas were as follows: the potential use of saliva and other oral fluids as promising samples for COVID-19 testing, dental education, and guidelines for the prevention of COVID-19 transmission in dental practice. The majority of articles were narrative reviews, cross-sectional studies, and short communications. The overall LoE in the analyzed dental literature was low, with only two systematic reviews with the highest LoE I. Conclusion The dental literature on the COVID-19 pandemic does not provide data relevant to the evidence-based decision-making process. Future studies with a high LoE are essential to gain precise knowledge on COVID-19 infection within the various fields of Dentistry. Clinical relevance The published dental literature on COVID-19 consists principally of articles with a low level of scientific evidence which do not provide sufficient reliable high-quality evidence that is essential for decision making in clinical dental practice. Supplementary Information The online version contains supplementary material available at 10.1007/s00784-021-03916-6.
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Affiliation(s)
- Jelena Jacimovic
- Central Library, School of Dental Medicine, University of Belgrade, Belgrade, Serbia
| | - Aleksandar Jakovljevic
- Department of Pathophysiology, School of Dental Medicine, University of Belgrade, Belgrade, Serbia.
| | - Venkateshbabu Nagendrababu
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, UAE
| | - Henry Fergus Duncan
- Division of Restorative Dentistry and Periodontology, Dublin Dental University Hospital, Trinity College Dublin, Dublin, Ireland
| | - Paul M H Dummer
- School of Dentistry, College of Biomedical and Life Sciences, Cardiff University, Cardiff, UK
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