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Roslan N, Yusof N, Md Bohari NF, Md Sabri BA, Mohd Radzi NA, Bakri NN, Mohd Yani AA. Virtual counselling of tobacco cessation during the COVID-19 pandemic: A qualitative study on the experiences and perceptions of Malaysian dental undergraduates and their patients. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:28-40. [PMID: 37132218 DOI: 10.1111/eje.12912] [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: 08/23/2022] [Revised: 02/09/2023] [Accepted: 04/16/2023] [Indexed: 05/04/2023]
Abstract
INTRODUCTION When dental institutions had to close down during the Movement Control Order (MCO) implementation due to the COVID-19 pandemic, dental students were faced with delays in completing their tobacco cessation schedule. An alternative was to allow students to conduct virtual counselling (VC) for smoking cessation for their patients to address their clinical requirements. This study aimed to explore Malaysian dental undergraduates' and patients' experiences undergoing smoking cessation counselling through virtual platforms. MATERIALS AND METHODS The study consisted of qualitative, semi-structured Focus Group Discussions (for students, n = 23) and in-depth interviews (for patients, n = 9); to phenomenologically describe the perceptions of participants involved in the VC. Each session was recorded with the participants' permission. The recorded session was transcribed verbatim and thematically analysed using the qualitative data analysis software, NVivo™. RESULTS The major themes that emerged were: (1) General opinions and experiences, (2) Content of VCs, (3) Remote access to counselling, (4) Patient-clinician relationships, (5) Technical issues, (6) Changes after VCs, and (7) Future application. Most students and patients were quite comfortable with VC as it is convenient, allowing students to be creative and avoid the hassle of transport and traffic. However, some of the students felt that it lacked the personal touch and guidance from lecturers who would normally be present during physical class. CONCLUSION Virtual counselling enables remote access to counselling, but it is also subjected to some limitations, especially regarding lack of clinical assessments, human touch and internet issues. Though participants were optimistic about adapting it in the future, multiple factors must be considered. Ultimately, the behavioural change will depend on the patient's motivation in making a difference.
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Affiliation(s)
- Nurliyana Roslan
- Centre of Population Oral Health & Clinical Prevention Studies, Faculty of Dentistry, Universiti Teknologi MARA, Selangor, Malaysia
| | - Norashikin Yusof
- Centre of Population Oral Health & Clinical Prevention Studies, Faculty of Dentistry, Universiti Teknologi MARA, Selangor, Malaysia
| | - Nor Faezah Md Bohari
- Centre of Population Oral Health & Clinical Prevention Studies, Faculty of Dentistry, Universiti Teknologi MARA, Selangor, Malaysia
| | - Budi Aslinie Md Sabri
- Centre of Population Oral Health & Clinical Prevention Studies, Faculty of Dentistry, Universiti Teknologi MARA, Selangor, Malaysia
| | - Nawwal Alwani Mohd Radzi
- Centre of Population Oral Health & Clinical Prevention Studies, Faculty of Dentistry, Universiti Teknologi MARA, Selangor, Malaysia
| | - Noor Nazahiah Bakri
- Centre of Population Oral Health & Clinical Prevention Studies, Faculty of Dentistry, Universiti Teknologi MARA, Selangor, Malaysia
- Department of Oral Sciences, School of Dentistry, The University of Otago, Dunedin, New Zealand
| | - Azri Aliah Mohd Yani
- Centre of Population Oral Health & Clinical Prevention Studies, Faculty of Dentistry, Universiti Teknologi MARA, Selangor, Malaysia
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Li G, Alam BF, Bashir R, Tarhini A, Nayab T, Sousa LM. A comparative analysis of online learning versus face-to-face learning approach in problem based learning in dentistry. Work 2024:WOR220674. [PMID: 38306076 DOI: 10.3233/wor-220674] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2024] Open
Abstract
BACKGROUND Problem-based learning (PBL), a student-centered approach which has been implemented in many educational institutes worldwide. OBJECTIVES This study aimed to evaluate and compare the proficiency of students in 5 key areas of PBL process and assess perceptions of students towards PBL learning using a self-explanatory questionnaire. METHOD This cross-sectional study was conducted from March 2020 to September 2022 and evaluated perceptions of 1st year dental students of Batch 2021 (having Face-to-face PBL sessions) and batch 2020 (having online PBL sessions) using a questionnaire. Three similar PBL cases were used, which assessed PBL parameters that included attendance, group dynamics, knowledge, communication skills and preparation. Statistical analysis was performed for all the categorical and continuous variables. RESULTS Majority of Distance Learning (DL) group (66.7%) concurred that PBL helped improve their communication skills, decision making power (66.7%), self-directed learning (80%) and promoted interaction with peers (66.7) and teachers (68.9%). The Face -to- Face (FF) group demonstrated better scores (7.7±2.42 & 7.55±2.55) with respect to their attendance and group dynamics (7.44±2.17 & 8.02±2.40) in PBL 1 & 3 as compared to DL group. Overall, better performance in all the 5 key areas of PBL was observed for the FF group versus the DL group. CONCLUSION The Distance learning (DL) group displayed a positive attitude and perception towards PBL as a learning strategy whereas Face-to-face (FF) group showed greater performance and proficiency in the key PBL parameters scores.
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Affiliation(s)
- Guang Li
- School of History, Capital Normal University, Beijing, China
| | - Beenish Fatima Alam
- Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan
| | - Raima Bashir
- Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan
| | - Ali Tarhini
- Department of Information Systems, Sultan Qaboos University, Muscat, Oman
| | - Talha Nayab
- Department of Dental Materials science, Sindh Institute of Oral Health Sciences, Jinnah Sindh Medical University, Pakistan
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Wimardhani YS, Indrastiti RK, Ayu AP, Soegyanto AI, Wardhany II, Subarnbhesaj A, Nik Mohd Rosdy NMM, Do TT. Perceptions of Online Learning Implementation in Dental Education during the COVID-19 Pandemic: A Cross-Sectional Study of Dental School Faculty Members in Southeast Asia. Dent J (Basel) 2023; 11:201. [PMID: 37754321 PMCID: PMC10527951 DOI: 10.3390/dj11090201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Revised: 08/10/2023] [Accepted: 08/14/2023] [Indexed: 09/28/2023] Open
Abstract
OBJECTIVE To assess the perceptions of faculty members from dental schools in Southeast Asian countries regarding the implementation of online learning during the COVID-19 pandemic. METHODS A previously implemented questionnaire comprising 43 questions was utilized in this study. Lecturers from four universities in Southeast Asia were invited to participate in the study. STATISTICAL ANALYSIS The data were analyzed using SPSS version 25.0 through several types of comparative and correlation analyses. RESULTS There were 183 lecturers who participated in the study. The overall responses suggest that the perceived effectiveness of online learning in dentistry was centered on a neutral value. The participants faced challenges when implementing online learning during the COVID-19 pandemic, with the lack of interaction being the most challenging factor. They agreed that online learning had many advantages, specifically in time flexibility and communication. The participants had stronger perceptions relating the advantages and opportunities of online teaching, and recognized that the effectiveness of offline teaching alone was limited. CONCLUSION The perceptions of Southeast Asian dental school faculty members were inclined toward a positive outlook on blended learning for implementation in dentistry, as a means of providing opportunities to use online learning beyond COVID-19 in the future.
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Affiliation(s)
- Yuniardini Septorini Wimardhani
- Department of Oral Medicine, Faculty of Dentistry, Universitas Indonesia, Jl. Salemba Raya No.4, Central Jakarta 10430, Indonesia; (R.K.I.); (A.I.S.); (I.I.W.)
| | - Ratna Kumala Indrastiti
- Department of Oral Medicine, Faculty of Dentistry, Universitas Indonesia, Jl. Salemba Raya No.4, Central Jakarta 10430, Indonesia; (R.K.I.); (A.I.S.); (I.I.W.)
| | - Adrianti Primata Ayu
- Dentistry Program, Faculty of Dentistry, Universitas Indonesia, Jl. Salemba Raya No.4, Central Jakarta 10430, Indonesia;
- Oral Epidemiology and Clinical Studies Research Cluster, Faculty of Dentistry, Universitas Indonesia, Jl. Salemba Raya No.4, Central Jakarta 10430, Indonesia
| | - Anandina Irmagita Soegyanto
- Department of Oral Medicine, Faculty of Dentistry, Universitas Indonesia, Jl. Salemba Raya No.4, Central Jakarta 10430, Indonesia; (R.K.I.); (A.I.S.); (I.I.W.)
| | - Indriasti Indah Wardhany
- Department of Oral Medicine, Faculty of Dentistry, Universitas Indonesia, Jl. Salemba Raya No.4, Central Jakarta 10430, Indonesia; (R.K.I.); (A.I.S.); (I.I.W.)
| | - Ajiravudh Subarnbhesaj
- Department of Oral Biomedical Sciences, Division of Oral Diagnosis, Faculty of Dentistry, Khon Kaen University, 123 Mittraparp Rd., Muang, Khon Kaen 40002, Thailand;
| | - Nik Mohd Mazuan Nik Mohd Rosdy
- Centre of Oral & Maxillofacial Diagnostics & Medicine Studies, Faculty of Dentistry, Universiti Teknologi MARA, Sungai Buloh Campus, Jalan Hospital, Sungai Buloh 47000, Selangor, Malaysia;
| | - Thao Thi Do
- Department of Oral Pathology and Periodontology, Faculty of Odonto-Stomatology, Can Tho University of Medicine and Pharmacy, 179 Nguyen Van Cu Street, An Khanh, Ninh Kieu, Can Tho, Vietnam;
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Chen J, Gao B, Wang K, Lei Y, Zhang S, Jin S, Yang W, Zhuang Y. WeChat as a platform for blending problem/case-based learning and paper review methods in undergraduate paediatric orthopaedics internships: a feasibility and effectiveness study. BMC MEDICAL EDUCATION 2023; 23:322. [PMID: 37158869 PMCID: PMC10166020 DOI: 10.1186/s12909-023-04269-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/24/2022] [Accepted: 04/17/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND Paediatric orthopaedics is a significant and difficult for undergraduate students to master. During the COVID-19 pandemic, we used the WeChat platform to combine the advantages offered by problem-based learning (PBL), case-based learning (CBL) and paper review teaching methods to establish a new blended online teaching model and demonstrated its feasibility and effectiveness. OBJECTIVE This study aims to demonstrate the feasibility and effectiveness of a new blended pedagogical method that uses the WeChat platform and combines PBL, CBL and paper review. METHODS We enrolled 22 students participating in the Department of Paediatric Orthopaedics. They participated in the WeChat blended pedagogy mode. Their departmental rotation examination scores were compared with those of 23 students who participated in the traditional teaching method. Moreover, an anonymous questionnaire was used to evaluate students' perceptions and experiences. RESULTS The total average scores of students who participated in the WeChat blended pedagogy mode and the traditional teaching method were 47.27 and 44.52, respectively. There were no statistically significant differences between the online teaching mode and the traditional teaching method in terms of possessing professional accomplishment, gaining knowledge and promoting interpersonal skills (P = 0.07, P = 0.12 and P = 0.65, respectively). In terms of independent clinical thinking, self-improving capability and improving clinical skills, the scores associated with the WeChat blended pedagogy mode were 8.00, 8.00 and 6.00, whereas those associated with the traditional teaching method were 6.70, 6.87 and 7.48. The overall satisfaction with the WeChat blended pedagogy mode reached 100%. A total of 64%, 86%, 68%, 64% and 59% of students chose very large or large in response to the items concerning professional accomplishment, knowledge absorption, independent clinical thinking skills, English reading and literature exploring capacity, as well as interpersonal skills, respectively. Fifteen participants claimed that the WeChat blended pedagogy mode was less helpful to them with regard to promoting the improvement of their clinical skills. Nine students claimed that the WeChat blended pedagogy mode was time-consuming. CONCLUSIONS Our study verified the feasibility and effectiveness of the WeChat blended pedagogy mode for undergraduate paediatric orthopaedics internships. TRIAL REGISTRATION Retrospectively registered.
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Affiliation(s)
- Junfei Chen
- Department of Paediatric Surgery, Qilu Hospital of Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Bingjun Gao
- Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Kunyao Wang
- Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Yinghan Lei
- Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Shengling Zhang
- Department of Paediatric Surgery, Qilu Hospital of Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Shaobin Jin
- Department of Paediatric Surgery, Qilu Hospital of Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Weiwei Yang
- Department of Paediatric Surgery, Qilu Hospital of Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Yan Zhuang
- Department of Paediatric Surgery, Qilu Hospital of Shandong University, Jinan, 250012, Shandong, People's Republic of China.
- Shandong University, Jinan, 250012, Shandong, People's Republic of China.
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Arponen H, Zou-Kopsa Q, Karaharju-Suvanto T. Examination performance of dentistry students during the COVID-19 pandemic. Acta Odontol Scand 2023; 81:124-130. [PMID: 35811471 DOI: 10.1080/00016357.2022.2096922] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Abstract
CONCLUSIONS Our results imply that online teaching did not systematically improve or worsen the examination performance of undergraduate students of dentistry. Our findings have important policy implications for educational practices in the future. The observed annual grade variation might reflect the effectiveness of remote teaching, changes in students' performance, or non-systematic grading. MATERIALS AND METHODS Using administrative data from the University of Helsinki, the examination performance during the years 2018 and 2019 was compared with that of 2020. OBJECTIVE The global COVID-19 pandemic has led to an increase in remote teaching and online assessment in higher education. The examination performance of undergraduate students of dentistry was evaluated to assess any possible association between the altered learning environment and learners' performance. RESULTS In 16 out of 22 courses (73%) taught remotely during the pandemic, a statistically significant difference (p < .05) between the awarded grades was observed, as compared to the two previous years. Annual variation in examination grades was common even before the onset of remote teaching, but more so after it. The grade variation during the pandemic was nearly as prevalent towards falling grades (26%) as towards rising grades (36%), implying a multifactorial cause possibly unrelated to remote teaching.
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Affiliation(s)
- Heidi Arponen
- Department of Oral and Maxillofacial Diseases, University of Helsinki and Helsinki University Hospital, Helsinki, Finland
| | - Qing Zou-Kopsa
- Department of Oral and Maxillofacial Diseases, University of Helsinki and Helsinki University Hospital, Helsinki, Finland
| | - Terhi Karaharju-Suvanto
- Department of Oral and Maxillofacial Diseases, University of Helsinki and Helsinki University Hospital, Helsinki, Finland
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Tanculescu O, Apostu AM, Doloca A, Solomon SM, Diaconu-Popa D, Ciongradi CI, Vieriu RM, Aungurencei O, Fatu AM, Ioanid N, Scurtu M, Saveanu CI. Perception of Remote Learning by Fixed Prosthodontic Students at a Romanian Faculty of Dentistry. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3622. [PMID: 36834316 PMCID: PMC9959006 DOI: 10.3390/ijerph20043622] [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: 12/30/2022] [Revised: 02/13/2023] [Accepted: 02/14/2023] [Indexed: 06/18/2023]
Abstract
The COVID-19 pandemic has forced the transfer of traditional on-site educational activities to the online environment. This study aimed to evaluate the perception and acceptance of remote learning among fixed prosthodontic students attending the Faculty of Dental Medicine of "Grigore T. Popa" University of Medicine and Pharmacy in Iasi, Romania, and to analyze the feedback regarding their experience with the new online methods, the perceived quality thereof and suggestions for improvement. An observational cross-sectional, online study based on 22 questions was conducted with 259 students. The general opinion of online education was good or very good (40.15%); regarding its efficiency, 28.57% found it efficient while 34.36% found it inefficient or very inefficient; regarding the pleasure of learning online, 45.95% of students enjoyed online learning, while 36.64% did not enjoy it. The problem that was most cited by respondents was that of keeping all students motivated and involved (65.6%). Sixty-two percent of the respondents believe that online dental education should not exist, or just to a small extent, a result justified by the practical nature of the profession. The general opinion was that health risks should be managed and mitigated by using a hybrid system that would allow students to do on-site clinical training with direct contact with patients.
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Affiliation(s)
- Oana Tanculescu
- Discipline of Fixed Prosthodontics, Department of Odontology–Periodontology and Fixed Prosthodontics, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Alina-Mihaela Apostu
- Discipline of Fixed Prosthodontics, Department of Odontology–Periodontology and Fixed Prosthodontics, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Adrian Doloca
- Discipline of Medical Informatics and Biostatistics, Department of Preventive Medicine and Interdisciplinarity, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Sorina Mihaela Solomon
- Discipline of Periodontology, Department of Odontology–Periodontology and Fixed Prosthodontics, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Diana Diaconu-Popa
- Discipline of Dental Technology, Department of Implantology, Removable Dentures, Dental Technology, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Carmen Iulia Ciongradi
- Discipline of Pediatric Surgery and Orthopedics, 2nd Department of Surgery, Faculty of Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Raluca-Maria Vieriu
- Discipline of Orthodontics and Dental-Facial Orthopedics, Department of Surgery, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Ovidiu Aungurencei
- Discipline of Fixed Prosthodontics, Department of Odontology–Periodontology and Fixed Prosthodontics, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Ana-Maria Fatu
- Discipline of Ergonomics, Department of Implantology, Removable Dentures, Dental Technology, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Nicoleta Ioanid
- Discipline of Fixed Prosthodontics, Department of Odontology–Periodontology and Fixed Prosthodontics, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Mihaela Scurtu
- Discipline of Fixed Prosthodontics, Department of Odontology–Periodontology and Fixed Prosthodontics, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Catalina Iulia Saveanu
- Discipline of Preventive Dentistry, Department of Surgery, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
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Pawlaczyk-Kamieńska T, Opydo-Szymaczek J, Torlińska-Walkowiak N, Buraczyńska-Andrzejewska B, Andrysiak-Karmińska K, Burchardt D, Gerreth K. Evaluation of Undergraduate Learning Experiences in Pediatric Dentistry during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:2059. [PMID: 36767425 PMCID: PMC9915871 DOI: 10.3390/ijerph20032059] [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: 12/31/2022] [Revised: 01/15/2023] [Accepted: 01/19/2023] [Indexed: 06/18/2023]
Abstract
UNLABELLED The aim of the study was to analyze students' opinions on the learning outcomes they achieved during clinical classes in pediatric dentistry. The classes were run in various periods: before the SARS-CoV-2 coronavirus pandemic (onsite classes), in the first months of the pandemic (online classes), and in the following months of the pandemic (onsite classes with additional infection control and administrative changes in patients' admission procedures). MATERIAL AND METHODS The research was conducted among fifth-year dentistry students at Poznan University of Medical Sciences. Students who completed the entire course and passed the diploma exam in pediatric dentistry were asked to complete the anonymous questionnaire providing their opinion. RESULTS The research results showed that, in the students' opinion, clinical classes-regardless of their form-allowed them to achieve the knowledge necessary to perform pediatric dental procedures. However, the students appreciated onsite classes significantly more compared to information and communication technologies (ICT) classes in gaining practical skills and social competence. CONCLUSIONS (1) The significant limitations introduced because of the SARS-CoV-2 pandemic impacted the development and implementation of modern online teaching techniques, which may very well be applied to convey theoretical knowledge after the pandemic has ended. (2) Skills and social competence, indispensable in the future dental practice of dental students, can only be obtained during onsite classes. (3) Medical universities should design standards of teaching to enable them to address a possible epidemiological threat in the future, which will enable rapid response and safe continuation of practical dental education during a pandemic.
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Affiliation(s)
- Tamara Pawlaczyk-Kamieńska
- Department of Risk Group Dentistry, Pediatric Dentistry, Poznan University of Medical Sciences, 60-812 Poznan, Poland
| | - Justyna Opydo-Szymaczek
- Department Pediatric Dentistry, Poznan University of Medical Sciences, 60-812 Poznan, Poland
| | | | - Beata Buraczyńska-Andrzejewska
- Center for Innovative Education Techniques, Poznan University of Medical Sciences, 60-755 Poznan, Poland
- Department of Medical Education, Poznan University of Medical Sciences, 60-806 Poznan, Poland
| | - Kinga Andrysiak-Karmińska
- Department of Risk Group Dentistry, Pediatric Dentistry, Poznan University of Medical Sciences, 60-812 Poznan, Poland
| | - Dorota Burchardt
- Department Pediatric Dentistry, Poznan University of Medical Sciences, 60-812 Poznan, Poland
| | - Karolina Gerreth
- Department of Risk Group Dentistry, Pediatric Dentistry, Poznan University of Medical Sciences, 60-812 Poznan, Poland
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Nold E, Demeter V, Erdelt KJ, Edelhoff D, Liebermann A. Dental education during the COVID-19 pandemic in Germany - cross-sectional lecturer-side evaluation for the application of digital teaching concepts. F1000Res 2022; 11:767. [PMID: 36249996 PMCID: PMC9554493 DOI: 10.12688/f1000research.122274.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/24/2022] [Indexed: 11/11/2022] Open
Abstract
Background: The COVID-19 pandemic resulted in significant restrictions on dental teaching. The aim of this investigation was to evaluate the attitudes of faculty members towards digital teaching formats and the effort creating digital lectures. We hypothesized that on the lecturer side there is no difference between the various digital teaching concepts in terms of workload and effort and that there is no increase in workload and effort when switching to digital teaching concepts. Methods: All German dental faculties were invited to the online survey by an anonymous voluntary questionnaire from January to April 2021. The questionnaire consisted of 27 questions that could be answered with a visual analog scale, free text answers, or with fixed answer options. Data was analyzed using the Kolmogorov-Smirnov test and an exploratory data analysis (α=0.05). Results: Before the pandemic, 24.8% of the participating lecturers were using digital teaching and 64.4% had no previous experience. After the outbreak of the pandemic 100% of the dental teaching was initially held online. More than 80% of the lecturers stated that they offer online lectures (86.1%), online seminars (81.2%), and/or online bedside teaching (33.7%). 88.1% see face-to-face teaching as the preferred teaching format. The lecturers also see the greatest opportunities for interaction in the area of analog teaching and significantly worse in synchronous and asynchronous digital teaching. In the course of the pandemic, respondents' attitudes towards online teaching improved in the median of 24.0 to a median of 50.0. Conclusions: Faculty members have positively changed their attitudes towards online teaching formats over the course of the pandemic. Although they see the greatest learning success in conventional face-to-face teaching formats and the creation of digital lectures is associated with a higher effort, they want more online lessons in the future.
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Affiliation(s)
- Ephraim Nold
- Department of Prosthetic Dentistry, Hospital of Ludwig Maximilian University of Munich, Munich, Bavaria, 80336, Germany
| | - Vivienne Demeter
- Department of Prosthetic Dentistry, Hospital of Ludwig Maximilian University of Munich, Munich, Bavaria, 80336, Germany
| | - Kurt-Jürgen Erdelt
- Department of Prosthetic Dentistry, Hospital of Ludwig Maximilian University of Munich, Munich, Bavaria, 80336, Germany
| | - Daniel Edelhoff
- Department of Prosthetic Dentistry, Hospital of Ludwig Maximilian University of Munich, Munich, Bavaria, 80336, Germany
| | - Anja Liebermann
- Faculty of Medicine and University Hospital Cologne, University of Cologne, Polyclinic of Prosthetic Dentistry, Cologne, North Rhine Westphalia, 50931, Germany,
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Costa-Neri ARD, Costa-Oenning AC, Abreu-Alves TCD, Panzarella FK, Junqueira JL, Franco A. Students' perspective of the teaching-learning process of oral radiology before and during the COVID-19 pandemic. ACTA ODONTOLOGICA LATINOAMERICANA : AOL 2022; 35:134-143. [PMID: 36260945 DOI: 10.54589/aol.35/2/134] [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: 06/01/2022] [Accepted: 07/01/2022] [Indexed: 06/16/2023]
Abstract
The SARS-Cov-2 (COVID-19) pandemic changed the educational structure of dentistry courses and highlighted the importance of online tools. Understanding students' perception regarding these changes is essential to establishing future teaching-learning strategies to accommodate students' needs in higher education. The aim of this study was to assess students' perceptions of the Oral Radiology teachinglearning process before and during the COVID-19 pandemic. The sample consisted of students (n = 111) of the 2nd, 4th and 6th semesters of the dentistry course, who answered a questionnaire with 21 items: A) Students' demographic data (5 questions); B) Students' teaching-learning experiences during the pre-pandemic period (8 questions); and C) Students' teaching-learning experiences during the post-pandemic period (8 questions). Stuart-Maxwell tests revealed statistically significant differences between students' opinions before and during the pandemic when they were asked about the structure of the Oral Radiology module (p = 0.008); their previous experience with e-learning and teaching (p < 0.001); their thoughts about the importance of e-learning in Oral Radiology (p < 0.05); and the time they spent online for academic purposes (p < 0.05). Students seem to prefer on-campus activities (before COVID-19), but the pandemic increased their awareness of the importance of e-learning, the time they spent on online studies, and their knowledge of online educational tools.
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Affiliation(s)
- Alessandra R da Costa-Neri
- Research Institute and Faculty São Leopoldo Mandic, Division of Oral Radiology, Campinas, Sao Paulo, Brazil
| | - Anne C Costa-Oenning
- Research Institute and Faculty São Leopoldo Mandic, Division of Oral Radiology, Campinas, Sao Paulo, Brazil
| | - Thais C de Abreu-Alves
- Research Institute and Faculty São Leopoldo Mandic, Division of Forensic Dentistry, Campinas, Sao Paulo, Brazil
| | - Francine K Panzarella
- Research Institute and Faculty São Leopoldo Mandic, Division of Oral Radiology, Campinas, Sao Paulo, Brazil
| | - José Lc Junqueira
- Research Institute and Faculty São Leopoldo Mandic, Division of Oral Radiology, Campinas, Sao Paulo, Brazil
| | - Ademir Franco
- Research Institute and Faculty São Leopoldo Mandic, Division of Forensic Dentistry, Campinas, Sao Paulo, Brazil
- Sechenov University, Institute of Dentistry, Department of Therapeutic Stomatology, Sechenov, Russia
- University of Dundee, United Kingdom, School of Dentistry, Centre of Forensic and Legal Medicine and Dentistry, Dundee, United Kingdom.
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Experience of Bangladeshi Dental Students towards Online Learning during the COVID-19 Pandemic: A Web-Based Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19137786. [PMID: 35805442 PMCID: PMC9265365 DOI: 10.3390/ijerph19137786] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 06/20/2022] [Accepted: 06/22/2022] [Indexed: 02/04/2023]
Abstract
Background: During the COVID-19 pandemic, dental education institutions throughout the world experienced significant challenges, including a quick shift to an online learning paradigm. Since the pandemic has had a considerable impact on dental education, this research evaluated the perspectives and attitudes towards online learning among undergraduate dental students in Bangladesh. Methods: The research was conducted through a cross-sectional method using self-administered online questionnaires. The questionnaire included information on the students’ sociodemographic status, their views, and their attitudes about the changes in the educational system, specifically regarding online learning. The study gathered data from 952 undergraduate students from 14 dental institutions in Bangladesh. Results: The results suggested that 87.5% of all the students were unsatisfied with their online programs. Most of the respondents who expressed dissatisfaction with their online classes were female, did not receive assistance in overcoming barriers to accessing the classes or materials (64.23%), did not have access to the institutional online-learning management system (OLMS) (67.35%), and did not have access to the online course materials (71.43%). The students considered that the shift to online learning failed to provide quality clinical teaching. Conclusions: The lack of an OLMS was found to be linked with dissatisfaction with online learning among Bangladeshi dental students during the COVID-19 outbreak. Additionally, insufficient time allocation and a lack of support through online training were found to be strongly correlated with the students’ discontent. The overall findings highlight the need to develop and implement effective online dentistry educational interventions to promote academic advancement and key practical skills.
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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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Ilić J, Radović K, Savić-Stanković T, Popovac A, Miletić V, Milić Lemić A. The effect of COVID-19 pandemic on final year dental students' self-confidence level in performing clinical procedures. PLoS One 2021; 16:e0257359. [PMID: 34648503 PMCID: PMC8516192 DOI: 10.1371/journal.pone.0257359] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2021] [Accepted: 08/29/2021] [Indexed: 12/02/2022] Open
Abstract
BACKGROUND The outbreak of COVID-19 pandemic in 2020 has dramatically changed teaching approach in dental schools due to the switch to distance learning and the lack of practice training in direct contact with patients with possible impact on clinical skills of students. The aim of the study was to assess the level of the 2020 final year dental students' self-confidence in performing different dental procedures through specially designed questionnaire and compare it to self-confidence of the 2019 final year students. MATERIALS AND METHODS An anonymous questionnaire consisting of 40 questions regarding self-confidence level in performing 40 different dental procedures and based on five points Likert-like scale was distributed during November 2020 to final year dental students whose studies were disrupted by the COVID-19 pandemic lockdown in one semester. The study group comprised their answers. The comparison was done with the control group that consisted of students' answers on the same questionnaire from previous 2019 year conducted as a part of regular internal educational evaluation. RESULTS Response rate was 74.2% in study group and 89.3% in control group. Mean level of self-confidence reported by 115 students in study group was significantly lower than that reported by 100 students in control group (3.28±1.08 vs. 3.58±0.88, respectively) and the distribution of self-confidence scores were different in observed groups. Graduates from study group felt less confident than those from control in 8 clinical skills. CONCLUSION Abrupt changes in teaching modalities caused by COVID-19 pandemic had significant impact on final year dental students' self-confidence indicating additional educational needs in postgraduate period.
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Affiliation(s)
- Jugoslav Ilić
- Department of Restorative Dentistry and Endodontics, School of Dental Medicine University of Belgrade, Belgrade, Serbia
| | - Katarina Radović
- Department of Prosthetic Dentistry, School of Dental Medicine University of Belgrade, Belgrade, Serbia
| | - Tatjana Savić-Stanković
- Department of Restorative Dentistry and Endodontics, School of Dental Medicine University of Belgrade, Belgrade, Serbia
| | - Aleksandra Popovac
- Department of Prosthetic Dentistry, School of Dental Medicine University of Belgrade, Belgrade, Serbia
| | - Vesna Miletić
- Department of Restorative Dentistry and Endodontics, School of Dental Medicine University of Belgrade, Belgrade, Serbia
- School of Dentistry, Faculty of Medicine and Health, The University of Sydney, Surry Hills, New South Wales, Australia
| | - Aleksandra Milić Lemić
- Department of Prosthetic Dentistry, School of Dental Medicine University of Belgrade, Belgrade, Serbia
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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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