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Hill EB, Mastny-Jensen C, Loch C. Before and after: COVID-19 impacts on dental students' well-being, clinical competency and employment opportunities. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:522-529. [PMID: 38009831 DOI: 10.1111/eje.12977] [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: 12/19/2022] [Revised: 08/27/2023] [Accepted: 10/18/2023] [Indexed: 11/29/2023]
Abstract
INTRODUCTION The onset of COVID-19 challenged dental schools worldwide, impacting clinical training. In Australasia, New Zealand adopted a COVID-19 'elimination strategy', involving nationwide lockdowns that halted face-to-face education. The 'elimination strategy' adopted at the pandemic onset, which permitted return to 'normal life' in 2021, allowed the pandemic impacts and those related workforce transition to be teased out. This study aimed to evaluate perceived impacts of the COVID-19 pandemic on health and well-being, clinical competency and employment opportunities of dental students. MATERIALS AND METHODS Two surveys were distributed to final year dental students (n = 94; age range 20-35): one during their final semester and the second six months following graduation. Surveys included open and closed ended questions on participants' self-perceived impacts of COVID-19 on health and well-being, clinical competency and employment opportunities. Average percentages were calculated and descriptive statistics performed. RESULTS Pre-graduation, participants reported COVID-19 negatively impacted their mental and social health. Slightly lower scores on all dimensions of health post-graduation were likely due to transitioning to the workforce. Pre-graduation, less than half of participants felt prepared to provide the full scope of dental treatment; post-graduation most felt confident to do so. Most participants expected COVID-19 would negatively impact employment opportunities for their cohort, despite all participants being employed when the second survey was conducted. CONCLUSION Participants self-rated health and clinical competency scores were lower post-graduation when NZ returned to 'normal life', meaning lower scores were related to workforce transition. Dental schools need to be prepared to provide alternative forms of dental education and help mitigate mental health impacts of future major course disruptions.
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Affiliation(s)
- Eva Barron Hill
- Sir John Walsh Research Institute, Faculty of Dentistry, University of Otago, Dunedin, New Zealand
| | - Chevvy Mastny-Jensen
- Sir John Walsh Research Institute, Faculty of Dentistry, University of Otago, Dunedin, New Zealand
| | - Carolina Loch
- Sir John Walsh Research Institute, Faculty of Dentistry, University of Otago, Dunedin, New Zealand
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Albloushi M, Aldawsari AN, Alghamdi R, Alenazy B, Alanazi H, Almutairi H. Nurse Educator's experiences and challenges with online teaching: A qualitative descriptive study. Heliyon 2024; 10:e29533. [PMID: 38681635 PMCID: PMC11053194 DOI: 10.1016/j.heliyon.2024.e29533] [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: 05/31/2023] [Revised: 04/04/2024] [Accepted: 04/09/2024] [Indexed: 05/01/2024] Open
Abstract
Introduction During the Coronavirus disease (COVID-19) pandemic, many educational institutions faced the challenge of providing and implementing online education. Despite this challenge, most adopted online education systems to ensure that the teaching and learning process continued. This study aimed to explore nursing educators' experiences related to adopting online-only teaching during the (COVID-19) pandemic, providing nursing students with the best learning experiences, and preparing faculty members to teach online. Method This qualitative descriptive study was conducted using semi-structured interviews from June 2020 to September 2020. Using purposive sampling, 12 nursing educators in Saudi Arabia who taught university courses online during COVID-19 were recruited. They were selected based on their teaching experience in undergraduate and postgraduate degree nursing programs. Results Thematic analysis revealed an overarching theme-faculty challenges-and three sub-themes-emotional, technical, and educational challenges. Secondary sub-themes comprised four challenges that the nursing faculty faced-using online platforms, accessibility, cheating, and dealing with students' clinical practice-which were found to be interconnected and interrelated. Discussion Most nursing educators had to shift to online distance teaching suddenly; thus, they faced several challenges related to online teaching, e-learning literacy, classroom management, and connectivity as they transitioned to digitalization. To address these issues, this study recommends that university management organize training programs for educators to help them more effectively conduct online classes. These findings will be valuable for universities, policymakers, designers, and producers to enhance the implementation of their e-learning systems.
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Affiliation(s)
| | | | - Reem Alghamdi
- King Saud University, College of Nursing, Saudi Arabia
| | - Badr Alenazy
- The Northern Borders Health Cluster, Saudi Arabia
| | | | - Hissah Almutairi
- King Faisal Specialist Hospital and Research Center, Saudi Arabia
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Ezzeddine R, Otaki F, Darwish S, AlGurg R. Change management in higher education: A sequential mixed methods study exploring employees' perception. PLoS One 2023; 18:e0289005. [PMID: 37478071 PMCID: PMC10361480 DOI: 10.1371/journal.pone.0289005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2023] [Accepted: 07/08/2023] [Indexed: 07/23/2023] Open
Abstract
BACKGROUND Higher education institutions need to put change management as a pivotal part of their strategy. The challenge is to effectively contextualize existing change management models to the respective work environment. Failing to properly adapt existing models to match the intricacies of the environment could lead to plenty of setbacks. For such a contextualization to take place, gauging employees' engagement and satisfaction becomes of paramount importance. As such, the overall purpose of the current study is to explore the perception of employees of a medical and health sciences university in Middle East and North Africa (MENA) region, in relation to change management and agility, and to showcase how the captured perspectives can be systemically interpreted to inform decision-making in the context of the study. METHOD This research study relied on a sequential mixed methods design, which started with an exploration of the perception of Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU) leaders. Qualitative data was collected through a focus group session and was inductively analysed (based on constructivist epistemology). The output of the qualitative analysis contributed to the development of the quantitative data collection tool. The quantitative data was analysed by SPSS-version-27. FINDINGS The qualitative analysis generated three key themes: Trigger, Execution, and Results, along with a thorough outline of lessons learned and opportunities for improvement. The Cronbach's Alpha reliability score was 92.8%. The percentage of the total average of agreement was 72.3%, and it appeared that 83.2% of the variance can be explained by the instrument (p<0.001). CONCLUSION The current study generated a novel conceptual framework that can be leveraged by educational leadership and administration to reinforce their decisions and optimize their agility in terms of managing change. The study also introduces a data collection tool which captures the perception of higher education stakeholders regarding the way their respective institutions handle change. This tool proved to be reliable and valid in the context of the study.
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Affiliation(s)
- Rima Ezzeddine
- Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Farah Otaki
- Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Sohaib Darwish
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Reem AlGurg
- Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
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Bacci S, Fabbricatore R, Iannario M. Multilevel IRT models for the analysis of satisfaction for distance learning during the Covid-19 pandemic. SOCIO-ECONOMIC PLANNING SCIENCES 2023; 86:101467. [PMID: 36407833 PMCID: PMC9664767 DOI: 10.1016/j.seps.2022.101467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Revised: 10/04/2022] [Accepted: 11/08/2022] [Indexed: 06/16/2023]
Abstract
The Covid-19 pandemic played a relevant role in the diffusion of distance learning alternatives to "traditional" learning based on classroom activities, to allow university students to continue attending lessons during the most severe phases of the pandemic. In such a context, investigating the students' perspective on distance learning provides useful information to stakeholders to improve effective educational strategies, which could be useful also after the end of the emergency to favor the digital transformation in the higher educational setting. Here we focus on the satisfaction in distance learning for Italian university students. We rely on data comprising students enrolled in various Italian universities, which were inquired about several aspects related to learning distance. We explicitly take into account the hierarchical nature of data (i.e., students nested in universities) and the latent nature of the variable of interest (i.e., students' learning satisfaction) through a multilevel Item Response Theory model with students' and universities' covariates. As the main results of our study, we find out that distance learning satisfaction of students: (i) depends on the University where they study; (ii) is affected by some students' socio-demographic characteristics, among which psychological factors related to Covid-19; (iii) is affected by some observable university characteristics.
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Affiliation(s)
- Silvia Bacci
- Department of Statistics, Computer Science, Applications "G. Parenti", University of Florence (Italy), Viale Morgagni 59, 50144, Firenze, Italy
| | - Rosa Fabbricatore
- Department of Social Sciences, University of Naples "Federico II", Italy
| | - Maria Iannario
- Department of Political Sciences, University of Naples "Federico II", Italy
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Ashour O, Alkhatib AM, Al Zureikat Q, Al-Shaikhli M, Ata BB, Massad T, Al-Huneidy L, Al-Sabbagh MQ, Al-Ani A. Investigating medical students' satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience. KOREAN JOURNAL OF MEDICAL EDUCATION 2023; 35:21-32. [PMID: 36858374 PMCID: PMC10020058 DOI: 10.3946/kjme.2023.246] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Revised: 11/29/2022] [Accepted: 12/12/2022] [Indexed: 06/18/2023]
Abstract
PURPOSE We aimed to evaluate the disparity between video-based learning and lecture-based learning on Jordanian medical students' satisfaction. METHODS We conducted this cross-sectional study using a web-based questionnaire adapted from Student Evaluation of Educational Quality survey. Using convenience sampling, medical students studying at the University of Jordan and Jordan University Hospital were recruited. Participants in either clinical or basic-science years that have completed the entire survey were included in the final analysis. RESULTS We surveyed a total 487 participants among which male to female ratio was 1.19:1. Participants perceived greater benefit in terms of learning, instructor enthusiasm, content organization, breadth of teaching, and quality and number of assignments when using video-based learning (all p<0.01). In contrast, face-to-face learning was associated with significantly higher benefits in terms of group interactions (p<0.01) and capacity for rapport building (p<0.01). There was no significant difference in perceived examination performance between the two learning modalities (p=0.11). CONCLUSION Video-based learning is the preferred learning modality among Jordanian medical students. Despite its dominance across multiple domains, it should be implemented as an adjunct to traditional classroom teaching for it is vital in the development of good communication skills and building rapport in medical students.
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Affiliation(s)
- Omar Ashour
- School of Medicine, University of Jordan, Amman,
Jordan
| | | | | | | | | | - Talal Massad
- School of Medicine, University of Jordan, Amman,
Jordan
| | | | | | - Abdallah Al-Ani
- Office of Scientific Affairs and Research, King Hussein Cancer Center, Amman,
Jordan
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Mutua MM, Nyoni CN. Undergraduate e-learning programmes in health professions: An integrative review of evaluation standards in low- and middle-income countries. PLoS One 2023; 18:e0281586. [PMID: 36780488 PMCID: PMC9925085 DOI: 10.1371/journal.pone.0281586] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Accepted: 01/26/2023] [Indexed: 02/15/2023] Open
Abstract
BACKGROUND Before the Coronavirus COVID-19, universities offered blended learning as a mode of study. However, with the closure of all educational institutions, after the pandemic, most of these institutions were required to transition to e-learning to support continuous student learning. This transition was challenging to most institutions, as there were no standards to ensure the quality of e-learning. During this literature review, the researcher aimed to explore relevant literature and provide insight into the standards for undergraduate e-learning programmes in the health professions. DESIGN An integrative review of literature. DATA SOURCES Online databases MEDLINE, CINAHL with full text, Academic search ultimate, APA PsycInfo, ERIC, Health Source: Nursing/academic edition, CAB abstracts, Africa-wide information, Sociology source ultimate, and Communication and Mass media complete were searched. MATERIALS AND METHODS Studies pertaining to low- and middle-income countries (LMICs) on standards in evaluating undergraduate e-learning programmes in health professions, published between January 2010 to June 2022, were considered. A two-step process was followed involving three reviewers and guided by an inclusion criteria focused on the evaluation of undergraduate e-learning programmes in the health professions. The initial hit produced 610 articles altogether, and eight articles that met the inclusion criteria were included in the study. Data was then extracted and analysed, and key themes were identified. RESULTS Eight Key themes related to LMIC standards emerged from the eight selected articles: curriculum planning, proficiency of educators, learner proficiency and attitude, infrastructure for learning, support and evaluation. CONCLUSION In this review, we synthesised standards that have been used for evaluating undergraduate e-learning programmes in health professions in LMICs. A gap in standards related to clinical teaching and learning in undergraduate e-learning programmes in the health professions was evident from all the included articles. The identification of the eight unique LMIC standards in this review could contribute to guiding towards contextually appropriate quality e-learning programmes in the health professions.
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Affiliation(s)
- Moses M. Mutua
- Faculty of Health Sciences, School of Nursing, University of the Free State, Bloemfontein, South Africa
- * E-mail:
| | - Champion N. Nyoni
- Faculty of Health Sciences, School of Nursing, University of the Free State, Bloemfontein, South Africa
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Jafar A, Dollah R, Mittal P, Idris A, Kim JE, Abdullah MS, Joko EP, Tejuddin DNA, Sakke N, Zakaria NS, Mapa MT, Vun Hung C. Readiness and Challenges of E-Learning during the COVID-19 Pandemic Era: A Space Analysis in Peninsular Malaysia. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:905. [PMID: 36673659 PMCID: PMC9859237 DOI: 10.3390/ijerph20020905] [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: 11/15/2022] [Revised: 12/30/2022] [Accepted: 01/01/2023] [Indexed: 06/17/2023]
Abstract
During the COVID-19 era, most countries, including Malaysia, have shifted from face-to-face teaching systems to online teaching programs. The aim of this study is to identify the main challenges that higher education students face during e-learning based on their residential location throughout Peninsular Malaysia. This study further examines the readiness of higher education students to apply e-learning. Therefore, a cross-sectional survey approach is used to fulfil the outlined objectives. Accordingly, 761 public (95.3%) and private (4.7%) higher education students residing in Peninsular Malaysia are sampled in this study. The survey was administered online for 37 days, from 21 October 21 to 6 December 2021, using either WhatsApp or Facebook. The raw data is inferentially (Principal Component Analysis, K-Means Clustering, Kruskal Wallis, and spatial analysis) and descriptively (mean, standard deviation & percentage) analyzed. It has been revealed that six clusters of students in Peninsular Malaysia face various challenges while following the e-learning program. Most states in Peninsular Malaysia are dominated by students in Cluster D (Terengganu, Perlis, Penang, Selangor, WP Kuala Lumpur, and WP Putrajaya) and Cluster B categories (Melaka, Johor, Kelantan, and Kedah). Students in the Cluster D category tend to suffer from physical health disorders and social isolation, while students in the Cluster B category face problems with decreased focus in learning, mental health disorders, and social isolation. The outcomes further indicate that the more challenges students face during e-learning programs, the lower their willingness to continue with the program. The results of this study are significant in addressing the challenges of e-learning, which will help stakeholders address and strengthen student abilities.
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Affiliation(s)
- Adi Jafar
- Faculty of Social Sciences and Humanities, Universiti Malaysia Sabah, Kota Kinabalu 88400, Sabah, Malaysia
| | - Ramli Dollah
- Faculty of Social Sciences and Humanities, Universiti Malaysia Sabah, Kota Kinabalu 88400, Sabah, Malaysia
| | - Prabhat Mittal
- Department of Commerce & Management, Satyawati College (Eve), University of Delhi, New Delhi 110052, India
| | - Asmady Idris
- Faculty of Social Sciences and Humanities, Universiti Malaysia Sabah, Kota Kinabalu 88400, Sabah, Malaysia
| | - Jong Eop Kim
- Department of Copy Right Protection, Sangmyung University, 20, Hongimun 2-gil, Jongro-gu, Seoul 03016, Republic of Korea
| | | | - Eko Prayitno Joko
- Faculty of Social Sciences and Humanities, Universiti Malaysia Sabah, Kota Kinabalu 88400, Sabah, Malaysia
| | | | - Nordin Sakke
- Faculty of Social Sciences and Humanities, Universiti Malaysia Sabah, Kota Kinabalu 88400, Sabah, Malaysia
| | - Noor Syakirah Zakaria
- Faculty of Social Sciences and Humanities, Universiti Malaysia Sabah, Kota Kinabalu 88400, Sabah, Malaysia
| | - Mohammad Tahir Mapa
- Faculty of Social Sciences and Humanities, Universiti Malaysia Sabah, Kota Kinabalu 88400, Sabah, Malaysia
| | - Chong Vun Hung
- Faculty of Social Sciences and Humanities, Universiti Malaysia Sabah, Kota Kinabalu 88400, Sabah, Malaysia
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Dimitri P, Fernandez-Luque L, Koledova E, Malwade S, Syed-Abdul S. Accelerating digital health literacy for the treatment of growth disorders: The impact of a massive open online course. Front Public Health 2023; 11:1043584. [PMID: 37143968 PMCID: PMC10151751 DOI: 10.3389/fpubh.2023.1043584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Accepted: 03/22/2023] [Indexed: 05/06/2023] Open
Abstract
Background Growth hormone deficiency (GHD) is a rare disorder characterized by inadequate secretion of growth hormone (GH) from the anterior pituitary gland. One of the challenges in optimizing GH therapy is improving adherence. Using digital interventions may overcome barriers to optimum treatment delivery. Massive open online courses (MOOCs), first introduced in 2008, are courses made available over the internet without charge to a large number of people. Here, we describe a MOOC aiming to improve digital health literacy among healthcare professionals managing patients with GHD. Based on pre- and post-course assessments, we evaluate the improvement in participants' knowledge upon completion of the MOOC. Methods The MOOC entitled 'Telemedicine: Tools to Support Growth Disorders in a Post-COVID Era' was launched in 2021. It was designed to cover 4 weeks of online learning with an expected commitment of 2 h per week, and with two courses running per year. Learners' knowledge was assessed using pre- and post-course surveys via the FutureLearn platform. Results Out of 219 learners enrolled in the MOOC, 31 completed both the pre- and post-course assessments. Of the evaluated learners, 74% showed improved scores in the post-course assessment, resulting in a mean score increase of 21.3%. No learner achieved 100% in the pre-course assessment, compared with 12 learners (40%) who achieved 100% in the post-course assessment. The highest score increase comparing the pre- and the post-course assessments was 40%, observed in 16% of learners. There was a statistically significant improvement in post-course assessment scores from 58.1 ± 18.9% to 72.6 ± 22.4% reflecting an improvement of 14.5% (p < 0.0005) compared to the pre-course assessment. Conclusion This "first-of-its-kind" MOOC can improve digital health literacy in the management of growth disorders. This is a crucial step toward improving the digital capability and confidence of healthcare providers and users, and to prepare them for the technological innovations in the field of growth disorders and growth hormone therapy, with the aim of improving patient care and experience. MOOCs provide an innovative, scalable and ubiquitous solution to train large numbers of healthcare professionals in limited resource settings.
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Affiliation(s)
- Paul Dimitri
- NIHR Children and Young People MedTech Co-operative, Sheffield Children’s NHS Foundation Trust, Sheffield, United Kingdom
| | | | - Ekaterina Koledova
- Global Medical Affairs Cardiometabolic and Endocrinology, Merck KGaA, Darmstadt, Germany
| | - Shwetambara Malwade
- Graduate Institute of Biomedical Informatics, Taipei Medical University, Taipei, Taiwan
| | - Shabbir Syed-Abdul
- Graduate Institute of Biomedical Informatics, Taipei Medical University, Taipei, Taiwan
- School of Gerontology and Long-Term Care, Taipei Medical University, Taipei, Taiwan
- International Center for Health Information Technology, Taipei Medical University, Taipei, Taiwan
- *Correspondence: Shabbir Syed-Abdul,
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DEMİREL A, BEZGİN T, BAĞIŞ N, SARI Ş, AKALTAN F. Perspectives of Students and Educators on the Effects of the COVID-19 Pandemic on Undergraduate Dental Education. CUMHURIYET DENTAL JOURNAL 2022. [DOI: 10.7126/cumudj.1199844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022] Open
Abstract
Abstract
Objectives: The novel coronavirus pandemic has become a real challenge for provision of dental education. The aim of this survey study was to evaluate the opinions of dental faculty educators and students about online education after e-learning experience.
Materials and Methods: The research was conducted on educators and 4th and 5th grade students at XXXXX University, Faculty of Dentistry. Questionnaire items for educators and students were categorized into the following factors: educators’/students’ personal and professional skills and attitudes towards online education, online theoretical education, online practical training, online exams, handling and quality of education during pandemic. The data obtained was recorded as percentage (%) and interpreted.
Results: 52 (73%) educators participated in this survey study. 50% of them said online courses were not as successful as face-to-face learning. Moreover, 40% of the educators stated that shortened class times were not sufficient to convey the course content. 74% of the participants expressed belief that online exams do not properly gauge students’ lesson comprehension. In addition, 281 students (75%) participated in this survey study. 32% of the students stated that they easily adapted to online education conditions. However, 84% of the students stated that they do not think that online education increased their clinical skills.
Conclusions: The results of this study showed that academicians hold a negative view of distance learning as they think online theoretical courses, practical training and exams impaired the quality of learning. On the other hand, dentistry students have a positive attitude towards online theoretical education but are concerned about clinical skill acquisition.
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Affiliation(s)
- Akif DEMİREL
- ANKARA ÜNİVERSİTESİ, DİŞ HEKİMLİĞİ FAKÜLTESİ, KLİNİK BİLİMLER BÖLÜMÜ, PEDODONTİ ANABİLİM DALI
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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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Li B, Cheng L, Wang H. Challenges and Opportunities for Dental Education from COVID-19. Dent J (Basel) 2022; 10:dj10100188. [PMID: 36285998 PMCID: PMC9600572 DOI: 10.3390/dj10100188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 09/24/2022] [Accepted: 09/30/2022] [Indexed: 11/16/2022] Open
Abstract
With the ongoing COVID-19 pandemic, dental education has been profoundly affected by this crisis. First of all, COVID-19 brought physical and psychological health problems to dental students and educators. In addition, both non-clinical teaching and clinical-based training experienced challenges, ranging from fully online educational content to limited dental training, students’ research was delayed in achieving project milestones and there was hesitancy in respect of the COVID-19 vaccine. On the other hand, the COVID-19 pandemic has increased the demand for teledentistry and dental emergency treatment, and brought awareness of the advantages and high-speed development of distance education. This review aims to present these challenges and opportunities for dental education, and suggest how dental institutions should prepare for the future demand for dental education.
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Affiliation(s)
- Bolei Li
- State Key Laboratory of Oral Diseases, West China School of Stomatology, National Clinical Research Center for Oral Diseases, Sichuan University, Chengdu 610041, China
- Department of Operative Dentistry and Endodontics, West China School of Stomatology, Sichuan University, Chengdu 610041, China
| | - Lei Cheng
- State Key Laboratory of Oral Diseases, West China School of Stomatology, National Clinical Research Center for Oral Diseases, Sichuan University, Chengdu 610041, China
- Department of Operative Dentistry and Endodontics, West China School of Stomatology, Sichuan University, Chengdu 610041, China
| | - Haohao Wang
- State Key Laboratory of Oral Diseases, West China School of Stomatology, National Clinical Research Center for Oral Diseases, Sichuan University, Chengdu 610041, China
- Department of Operative Dentistry and Endodontics, West China School of Stomatology, Sichuan University, Chengdu 610041, China
- Correspondence:
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Lakhtakia R, Otaki F, Alsuwaidi L, Zary N. Assessment as Learning in Medical Education: Feasibility and Perceived Impact of Student-Generated Formative Assessments. JMIR MEDICAL EDUCATION 2022; 8:e35820. [PMID: 35867379 PMCID: PMC9356338 DOI: 10.2196/35820] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/19/2021] [Revised: 05/30/2022] [Accepted: 05/31/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Self-regulated learning (SRL) is gaining widespread recognition as a vital competency that is desirable to sustain lifelong learning, especially relevant to health professions education. Contemporary educational practices emphasize this aspect of undergraduate medical education through innovative designs of teaching and learning, such as the flipped classroom and team-based learning. Assessment practices are less commonly deployed to build capacity for SRL. Assessment as learning (AaL) can be a unique way of inculcating SRL by enabling active learning habits. It charges students to create formative assessments, reinforcing student-centered in-depth learning and critical thinking. OBJECTIVE This study aimed to explore, from the learners' perspectives, the feasibility and perceived learning impact of student-generated formative assessments. METHODS This study relied on a convergent mixed methods approach. An educational intervention was deployed on a cohort of 54 students in the second year of a 6-year undergraduate medical program as part of a single-course curriculum. The AaL intervention engaged students in generating assessments using peer collaboration, tutor facilitation, and feedback. The outcomes of the intervention were measured through quantitative and qualitative data on student perceptions, which were collected through an anonymized web-based survey and in-person focus groups, respectively. Quantitative survey data were analyzed using SPSS (IBM), and qualitative inputs underwent thematic analysis. RESULTS The students' overall score of agreement with the AaL educational intervention was 84%, which was strongly correlated with scores for ease and impact on a 5-point Likert-type scale. The themes that emerged from the qualitative analysis included prominent characteristics, immediate gains, and expected long-term benefits of engagement. The prominent characteristics included individuals' engagement, effective interdependencies, novelty, and time requirements. The identified immediate gains highlighted increased motivation and acquisition of knowledge and skills. The expected long-term benefits included critical thinking, problem solving, and clinical reasoning. CONCLUSIONS As a form of AaL, student-generated assessments were perceived as viable, constructive, and stimulating educational exercises by the student authors. In the short term, the activity provided students with a fun and challenging opportunity to dive deeply into the content, be creative in designing questions, and improve exam-taking skills. In the long term, students expected an enhancement of critical thinking and the inculcation of student-centered attributes of self-regulated lifelong learning and peer collaboration, which are vital to the practice of medicine.
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Affiliation(s)
- Ritu Lakhtakia
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Farah Otaki
- Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Laila Alsuwaidi
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Nabil Zary
- Institute for Excellence in Health Professions Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
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Online Learning during the COVID-19 Pandemic: Dental Students' Perspective and Impact on Academic Performance, One Institution Experience. Dent J (Basel) 2022; 10:dj10070131. [PMID: 35877405 PMCID: PMC9319606 DOI: 10.3390/dj10070131] [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: 06/06/2022] [Revised: 07/02/2022] [Accepted: 07/06/2022] [Indexed: 11/17/2022] Open
Abstract
Background: The COVID-19 pandemic caused all universities in Malaysia to switch to online learning, including for dental education. The effect of this switch has yet to be assessed. Thus, this study aimed to assess International Islamic University Malaysia (IIUM) dental students’ perspectives on the implementation of online learning during the COVID-19 pandemic and its impact on academic performance. Methods: Cross-sectional and retrospective methods were used. The handling, didactic benefits, motivation, and challenges of online learning were assessed via an online questionnaire, and academic performance was assessed by comparing professional exam scores pre- and post-online learning. Results: Among the 249 IIUM dental student respondents, a positive response was recorded for the management of online learning, despite a few challenges in the area of didactic benefits and motivation. A significant improvement (p-value < 0.05) was observed in examination scores in oral biology, microbiology, and pharmacology, while dental material and GMGS showed declines in performance. Other subjects showed no significant difference (p-value > 0.05) in mean scores before and after online learning. Conclusion: Generally, students had a positive response towards online learning management, despite facing some challenges. Based on the analysis of examination results, only two subjects in Year 2 and Year 3 were negatively affected by online learning during the pandemic.
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Zaher S, Otaki F, Zary N, Al Marzouqi A, Radhakrishnan R. Effect of introducing interprofessional education concepts on students of various healthcare disciplines: a pre-post study in the United Arab Emirates. BMC MEDICAL EDUCATION 2022; 22:517. [PMID: 35780117 PMCID: PMC9250223 DOI: 10.1186/s12909-022-03571-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2022] [Accepted: 06/21/2022] [Indexed: 05/04/2023]
Abstract
BACKGROUND The value of interprofessional education (IPE) in nurturing healthcare professionals, and in shaping their professional identities, and their attitudes towards interdisciplinary teamwork and collaboration is established in the literature. IPE is an emerging concept in the Middle East and North Africa (MENA) region and is new to the United Arab Emirates (UAE). To date, the applicability and feasibility of IPE and of the corresponding collaborative practice in MENA countries remain largely unexamined. PURPOSE To investigate the effect of one of the first experiences of IPE in the UAE, which was purposefully designed in alignment with the principles of the Situated Learning Theory (SLT), on the readiness for interprofessional learning and collaboration among students of various healthcare disciplines in the UAE. METHODS A pre-post intervention quantitative research design was adopted for this study. The intervention focused on communication skills, and consisted of 2 tailor-made case-based scenarios. A total of 90 students (40 medical, 16 nursing, 16 pharmacy, and 18 physiotherapy), spread across two sessions (1 session per academic year across 2 academic years), took part in the IPE intervention. Readiness for Interprofessional Learning Scale (RIPLS) was used as the pre- and post- intervention assessments; aggregate data was analyzed using SPSS. RESULTS Of those who participated in the intervention (across both rounds), 77 participants responded to the pre-assessment (85. 6%) and 84 responded to the post-assessment (93. 3%). The IPE intervention under investigation significantly increased the level of readiness to engage in cross-disciplinary learning and collaboration among participating health professions' students. In terms of the subscales, the participants' openness to engage in teamwork was raised and their professional identity was fostered. Yet, no statistical significance around clarity of roles and responsibilities was detected. CONCLUSION The findings of this study encourage other universities in the MENA region to adopt IPE to improve future health professionals' capacity to develop shared understanding and mutual respect within cross-disciplinary teams. This, ultimately, feeds into improved quality of care and patient outcomes.
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Affiliation(s)
- Shroque Zaher
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates.
- Division of Pathology, Al Qassimi Hospital, Sharjah, United Arab Emirates.
| | - Farah Otaki
- Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Nabil Zary
- Institute for Excellence in Health Professions Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Amina Al Marzouqi
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Rajan Radhakrishnan
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
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Alharbi F, Alwadei SH, Alwadei A, Asiri S, Alwadei F, Alqerban A, Almuzian M. Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study. BMC MEDICAL EDUCATION 2022; 22:488. [PMID: 35739594 PMCID: PMC9219382 DOI: 10.1186/s12909-022-03557-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Properly designed and implemented eLearning can lead to improvement of dental teaching quality. Various strategies have been proposed to increase the effectiveness of eLearning in dental education, however, there is a lack of research to assess the effectiveness of these strategies. OBJECTIVE To investigate dental students' learning performance and perception of a virtual flipped learning format compared to a virtual traditional learning method. METHODS A crossover pilot study was conducted at the College of Dentistry, Princes Sattam Bin Abdulaziz University, Saudi Arabia. Computer-generated randomization, blinded from researchers who analyzed the results, was performed to allocate 32 participants (aged 23.27 ± 0.86 years) to one of two groups. Participants in the control group were taught through the virtual traditional learning method (VTL) using live video lectures. In contrast, participants in the intervention group were taught through the virtual flipped learning method (VFL) using recorded online lectures and post-lecture virtual discussions. Learning gain and preference were measured by pre- and post-test average score differences and a modified validated survey, respectively. RESULTS There was no significant difference in learning performance between VFL and VTL groups (P > 0.05). However, students preferred VFL over VTL and the differences were significant among all survey items, except for the opportunity to ask questions. CONCLUSION Health professions educators are encouraged to carefully design online curricula with efficient learning strategies that help students improve learning performance and foster self-directed learning skills while valuing active learning in an online environment. TRIAL REGISTRATION NCT04692142 , 31/12/2020.
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Affiliation(s)
- Fahad Alharbi
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia.
| | - Saleh H Alwadei
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | - Abdurahman Alwadei
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Saeed Asiri
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | - Farhan Alwadei
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
| | - Ali Alqerban
- Department of preventive dental sciences/College of Dentistry, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia
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Leochico CFD, Carlos FAB, Tiangco ACSA, Supnet IE, Ignacio SD, Mojica JAP, Rey-Matias RR. Telerehabilitation as a Method for Achieving Competencies in Physical and Rehabilitation Medicine Residency Training in a Developing Country: A Protocol for a Pilot Mixed-Methods Study. FRONTIERS IN REHABILITATION SCIENCES 2022; 3:921558. [PMID: 36188955 PMCID: PMC9397763 DOI: 10.3389/fresc.2022.921558] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/16/2022] [Accepted: 05/12/2022] [Indexed: 11/13/2022]
Abstract
BackgroundIn the second year of the COVID-19 pandemic, Physical and Rehabilitation Medicine (PRM) residents in a developing country continue to face a lack of in-person clinical exposure and learning opportunities. With the unprecedented shift to virtual care, it remains uncertain whether residents can achieve PRM competencies using telerehabilitation as a method of instruction.ObjectiveTo determine the PRM residents' ability to achieve competencies through telerehabilitation, as perceived by different stakeholders (residents, chief residents, training officers, and department heads).MethodsThis will be a pilot mixed-methods study, employing concurrent triangulation, in the Department of Rehabilitation Medicine in one large private medical center and one large government hospital in Manila, Philippines. There will be two phases of online data collection upon approval by their respective research ethics board. The first phase will involve an online Likert-scale questionnaire to obtain the residents' self-perceived attainment of competencies and learning of PRM topics and skills specified by the International Society of Physical and Rehabilitation Medicine and the Philippine Board of Rehabilitation Medicine. The results of the survey will then be summarized and presented in a focus group discussion (FGD) with the department heads, training officers, and chief residents of the two institutions in an attempt to explain the residents' perceptions on their competencies achieved through virtual care. Afterwards, the qualitative data obtained from the FGD will then be thematically analyzed, and mixed methods integration will be employed to generate knowledge and recommendations.DiscussionIt is hypothesized that the majority of the residents had little to no experience with telerehabilitation pre-pandemic. Suddenly telerehabilitation was used to augment clinical training during the pandemic. It is uncertain whether telerehabilitation can help residents achieve competencies in the different domains of training, namely: patient safety and quality patient care; medical knowledge and procedural skills; interpersonal and communication skills; practice- and systems-based learning and improvement; reintegration of people with disabilities into the society; medical ethics and public health; quality assurance; policies of care and prevention for disabled people; and professionalism. The study results can provide insights on the aspects of a PRM curriculum that may have to be modified to ensure the training program is sensitive and appropriate to the changing training needs of the residents amid the pandemic and similar crises that may disrupt in-person clinical encounters in the future.
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Affiliation(s)
- Carl Froilan D. Leochico
- Department of Rehabilitation Medicine, College of Medicine, Philippine General Hospital, University of the Philippines Manila, Manila, Philippines
- Department of Physical Medicine and Rehabilitation, St. Luke's Medical Center, Global City, Philippines
- Department of Physical Medicine and Rehabilitation, St. Luke's Medical Center, Quezon City, Philippines
- *Correspondence: Carl Froilan D. Leochico /0000-0003-2928-2083
| | - Frances Ann B. Carlos
- Department of Rehabilitation Medicine, College of Medicine, Philippine General Hospital, University of the Philippines Manila, Manila, Philippines
| | - Anna Cecilia S. A. Tiangco
- Department of Rehabilitation Medicine, College of Medicine, Philippine General Hospital, University of the Philippines Manila, Manila, Philippines
| | - Isabella E. Supnet
- Department of Rehabilitation Medicine, College of Medicine, Philippine General Hospital, University of the Philippines Manila, Manila, Philippines
| | - Sharon D. Ignacio
- Department of Rehabilitation Medicine, College of Medicine, Philippine General Hospital, University of the Philippines Manila, Manila, Philippines
- Department of Physical Medicine and Rehabilitation, St. Luke's Medical Center, Global City, Philippines
| | - Jose Alvin P. Mojica
- Department of Rehabilitation Medicine, College of Medicine, Philippine General Hospital, University of the Philippines Manila, Manila, Philippines
| | - Reynaldo R. Rey-Matias
- Department of Rehabilitation Medicine, College of Medicine, Philippine General Hospital, University of the Philippines Manila, Manila, Philippines
- Department of Physical Medicine and Rehabilitation, St. Luke's Medical Center, Global City, Philippines
- Department of Physical Medicine and Rehabilitation, St. Luke's Medical Center, Quezon City, Philippines
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Hertrampf K, Wenz HJ, Kaduszkiewicz H, Goetz K. Suspension of face-to-face teaching and ad hoc transition to digital learning under Covid-19 conditions - a qualitative study among dental students and lecturers. BMC MEDICAL EDUCATION 2022; 22:257. [PMID: 35395749 PMCID: PMC8992419 DOI: 10.1186/s12909-022-03335-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/30/2021] [Accepted: 03/28/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND In mid-March 2020, the coronavirus pandemic led to a national lockdown in Germany. Face-to-face teaching was cancelled in universities for the 2020 summer semester. Teaching moved online with no prior IT testing and lecturer training. The study analyses experiences of the suspension of face-to-face teaching and the move to digitalised learning for students and lecturers of dentistry at Kiel. METHODS In summer 2020, qualitative guided interviews were conducted with students (4th, 6th, 8th, and 10th semesters), and lecturers. Deductive and inductive qualitative content analysis of the results was carried out. RESULTS Thirty-nine students (69% female) and 19 lecturers (32% female) were interviewed. Reactions to the changes in teaching were observed. Feelings ranged from an essentially positive attitude, through insecurity and uncertainty to a failure to fully appreciate the situation. The loss of social contact was lamented. Digitalisation was associated with technological challenges and additional work. However, it also fostered learning independent of time and place, and encouraged autonomy. Negative aspects of digitalisation included a lack of feedback and loss of interaction. CONCLUSION The introduction of ad hoc digitalisation challenged both students and lecturers alike. Dealing with lockdown and the changes in teaching and studying required significant flexibility.
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Affiliation(s)
- Katrin Hertrampf
- Department of Oral and Maxillofacial Surgery, University Hospital of Schleswig-Holstein, Campus Kiel Arnold-Heller Str. 3, Haus 26, 24105, Kiel, Germany.
| | - Hans-Jürgen Wenz
- Department of Prosthodontics, Propaedeutics and Dental Materials, University Hospital of Schleswig-Holstein, Campus Kiel, Kiel, Germany
| | | | - Katja Goetz
- Institute of Family Medicine, University Hospital of Schleswig-Holstein, CampusLübeck, Lübeck, Germany
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Lecturers’ information literacy experience in remote teaching during the COVID-19 pandemic. PLoS One 2022; 17:e0259954. [PMID: 35303000 PMCID: PMC8932599 DOI: 10.1371/journal.pone.0259954] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Accepted: 11/01/2021] [Indexed: 11/19/2022] Open
Abstract
The advent of coronavirus disease 2019, or COVID-19, continues to trigger several important disruptions/innovations in practically every sector around the world. Additionally, the impacts are predominant in certain educational systems and in creating opportunities. Previous studies had addressed possible effective methods in handling distant learning and student interactions. This qualitative study explored lecturers’ information literacy experience during online classes as a result of the pandemic. Semi-structured interview techniques were applied among participants, made up of 15 lecturers in the Humanities Faculty, Diponegoro University, Indonesia, and thematic analysis was used to analyze the data obtained. The results showed the focus of lecturers’ information literacy experience was primarily on student interactions and knowledge of various online learning platforms. However, information repackaging was a significant initial consideration during virtual classes, after identifying salient student characteristics. In summary, the present study have contributed to the theoretical understanding of information literacy and may be of benefit to the teaching faculties for enhancing teaching and learning activities, as well as providing student support.
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Johnson King O, Ryan F, Cunningham S. Postgraduate student perceptions of face-to-face and distance education in orthodontics: A cross-sectional qualitative study. J Orthod 2022; 49:280-287. [PMID: 35302421 PMCID: PMC9421199 DOI: 10.1177/14653125221077108] [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] [Indexed: 11/23/2022]
Abstract
Objective: To investigate postgraduate student perceptions of face-to-face and distance
education on a three-year programme in orthodontics. Design: Cross-sectional qualitative study. Setting: UCL Eastman Dental Institute, London. Participants: A total of 25 current postgraduate orthodontic students in the first, second
and third years of training were included in this study. Methods: Postgraduate student perceptions were obtained by conducting online focus
groups on Zoom Video Communications Inc. A focus group topic guide was
developed, and a facilitator was trained to host the focus groups. There
were separate focus groups for each year group, with a maximum of five
participants in each group. The focus groups were audio recorded and
transcribed verbatim. The transcripts were assessed by all members of the
research team and analysed using a thematic content analysis, with a
framework approach to identify themes and subthemes regarding perceptions of
distance and face-to-face education. Results: A total of 25 students participated. Six key themes were identified relating
to student perceptions of face-to-face and distance education: (1) social
support network; (2) technology; (3) learning experience; (4) education
environment; (5) interpersonal interactions; and (6) effective
teaching/learning. There were perceived benefits and drawbacks for both
modes of teaching delivery. In particular, students highlighted the
importance of reliable technology, peer support and accessibility of
educational resources for their academic learning. Students favoured a
blended approach to learning where practical skills were taught in person
and some theoretical aspects taught remotely. Conclusion: The results aid the understanding of how educational tools and digital
technology can enrich the student academic experience. The results provide
important information for the future development and delivery of orthodontic
postgraduate education.
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Affiliation(s)
| | - Fiona Ryan
- University College London Eastman Dental Institute, London, UK
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Zhang Z, Liao W, Xiong X, Zhu R, Wang J. Evaluation of online game-based and traditional teaching methods in cephalometric landmarks identifications. Am J Orthod Dentofacial Orthop 2022; 161:e534-e543. [DOI: 10.1016/j.ajodo.2021.09.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 09/01/2021] [Accepted: 09/01/2021] [Indexed: 11/30/2022]
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Melo PDOC, Mendes RCMG, Linhares FMP, Guedes TG. Production and use of educational technologies in nursing post-graduation. Rev Bras Enferm 2022; 75:e20210510. [DOI: 10.1590/0034-7167-2021-0510] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Accepted: 10/03/2021] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: To report, under the light of Gardner’s Theory of Multiple Intelligences, the experience of students with advanced educational practices, involving the production and use of technologies in the postgraduation nursing course of the Universidade Federal de Pernambuco. Methods: Experience report of students from the post-graduation nursing program from the Universidade Federal de Pernambuco, about the production of knowledge using educational technology and the application of active methodologies in the teaching-learning process for face-to-face and distance teaching. Results: The post-graduate students participated in the educational process in a creative way, both during in-person and distance teaching. They created: domino games, educational videos, parodies, conceptual maps, virtual role-playing, an interactive quiz, among others. Final considerations: The experience of the students with the advanced educational practices, including the production and use of technologies in nursing post-graduation showed that the teaching-learning process can be innovative and planned to go beyond traditional methods.
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Zhu J, Yuan H, Zhang Q, Huang PH, Wang Y, Duan S, Lei M, Lim EG, Song P. The impact of short videos on student performance in an online-flipped college engineering course. HUMANITIES & SOCIAL SCIENCES COMMUNICATIONS 2022; 9:327. [PMID: 36187843 PMCID: PMC9510322 DOI: 10.1057/s41599-022-01355-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 09/13/2022] [Indexed: 05/12/2023]
Abstract
The 2020 COVID-19 pandemic has greatly accelerated the adoption of online learning and teaching in many colleges and universities. Video, as a key integral part of online education, largely influences student learning experiences. Though many guidelines on designing educational videos have been reported, the quantitative data showing the impacts of video length on students' academic performance in a credit-bearing course is limited, particularly for an online-flipped college engineering course. The forced pandemic lockdown enables a suitable environment to address this research gap. In this paper, we present the first step to examine the impact of short videos on students' academic performance in such circumstances. Our results indicate that short videos can greatly improve student engagement by 24.7% in terms of video viewing time, and the final exam score by 9.0%, both compared to the long-video group. The quantitative Likert questionnaire also indicates students' preference for short videos over long videos. We believe this study has important implications for course design for future online-flipped engineering courses.
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Affiliation(s)
- Jia Zhu
- Department of Mechatronic Engineering, Suzhou City University, 215104 Suzhou, China
- School of Advanced Technology, Xi’an Jiaotong-Liverpool University, 215000 Suzhou, China
- Department of Electrical and Electronic Engineering, University of Liverpool, Liverpool, UK
| | - Hang Yuan
- School of Advanced Technology, Xi’an Jiaotong-Liverpool University, 215000 Suzhou, China
| | - Quan Zhang
- School of Advanced Technology, Xi’an Jiaotong-Liverpool University, 215000 Suzhou, China
- Department of Electrical and Electronic Engineering, University of Liverpool, Liverpool, UK
| | - Po-Hsun Huang
- Department of Mechanical Engineering, Massachusetts Institute of Technology, Cambridge, MA USA
| | - Yongjie Wang
- School of Science, Harbin Institute of Technology-Shenzhen, 518000 Shenzhen, China
| | - Sixuan Duan
- School of Advanced Technology, Xi’an Jiaotong-Liverpool University, 215000 Suzhou, China
- Department of Electrical and Electronic Engineering, University of Liverpool, Liverpool, UK
| | - Ming Lei
- Department of Mechatronic Engineering, Suzhou City University, 215104 Suzhou, China
| | - Eng Gee Lim
- School of Advanced Technology, Xi’an Jiaotong-Liverpool University, 215000 Suzhou, China
- Department of Electrical and Electronic Engineering, University of Liverpool, Liverpool, UK
| | - Pengfei Song
- School of Advanced Technology, Xi’an Jiaotong-Liverpool University, 215000 Suzhou, China
- Department of Electrical and Electronic Engineering, University of Liverpool, Liverpool, UK
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Mukasa J, Otim M, Monaco B, Al Marzouqi A, Breitener P, Jawahar L. Nursing Students' Perspectives and Readiness to Transition to E-Learning During COVID-19 in the UAE: A Cross-Sectional Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1505-1512. [PMID: 35221744 PMCID: PMC8866987 DOI: 10.2147/amep.s335578] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 12/08/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The 2020 COVID-19 crisis affected all sectors, including education. This study explored the experiences and challenges faced by tertiary students in the United Arab Emirates when they were suddenly required to transition from traditional classroom learning to E-learning following the outbreak of COVID-19. METHODS This cross-sectional study used mixed methods to collect and analyse qualitative and quantitative data. The participants were Nursing students involved in clinical training. RESULTS Most students (87%) reported inexperience with studying via E-learning. Challenges encountered included the lack of privacy, Internet connection issues, problems with the teaching platform and communication difficulties. Some students also reported that instructors were slow at responding to their needs. The lack of robust internet coverage was a major overarching issue that affected communication, students' engagement, preparedness for E-learning, and other challenges. DISCUSSION This study is significant because it highlights the challenges experienced by Nursing Students during the rapid transition from traditional education to e-learning. It enables the faculty to understand and support students during the time of crisis. Communication with students needs to be streamlined for successful E-learning. Authorities should provide more essential infrastructure such as reliable and stable Internet connectivity to strengthen the E-learning approach.
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Affiliation(s)
- Jean Mukasa
- Fatima College of Health Science, Institute of Technology, Ajman, United Arab Emirates
| | - Michael Otim
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Beatrice Monaco
- Fatima College of Health Science, Institute of Technology, Ajman, United Arab Emirates
| | - Amina Al Marzouqi
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Priya Breitener
- Fatima College of Health Science, Institute of Technology, Ajman, United Arab Emirates
| | - Lalitha Jawahar
- Fatima College of Health Science, Institute of Technology, Ajman, United Arab Emirates
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Gopalan C, Butts-Wilmsmeyer C, Moran V. Virtual flipped teaching during the COVID-19 pandemic. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:670-678. [PMID: 34498940 PMCID: PMC8435944 DOI: 10.1152/advan.00061.2021] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 07/15/2021] [Accepted: 07/23/2021] [Indexed: 05/21/2023]
Abstract
The COVID-19 pandemic forced teaching to be shifted to an online platform. Since the flipped teaching (FT) model has been shown to engage students through active learning strategies and adapt both synchronous and asynchronous components, it was a convenient choice for educators familiar with this instructional method. This study tested the effectiveness of a virtual FT method during the pandemic in a graduate-level physiology course. Besides assessing knowledge gained in the virtual FT format, student surveys were used to measure student perception of their adjustment to the new FT format, their confidence in completing the course successfully, and the usefulness of assessments and assignments in the remote FT. Students reported that they adjusted well to the remote FT method (P < 0.001), and their confidence in completing the course in this teaching mode successfully improved from the beginning to the end of the semester (P < 0.05). Students expressed a positive response to the synchronous computerized exams (90.32%) and the formative group (93.51%) and individual (80.65%) assessments. Both collaborative activities (93.55%) and in-class discussions (96.77%) were found to be effective. The course evaluations and the overall semester scores were comparable to the previous semesters of face-to-face FT. Overall, students' perceptions and performance suggested that they embraced the virtual FT method and the tested teaching method maintained the same strong outcome as before. Thus, this study presents a promising new instructional method in the teaching of future physiology courses.
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Affiliation(s)
- Chaya Gopalan
- Southern Illinois University Edwardsville, Edwardsville, Illinois
| | | | - Vanessa Moran
- Southern Illinois University Edwardsville, Edwardsville, Illinois
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Al-Sharif GA, Almulla AA, AlMerashi E, Alqutami R, Almoosa M, Hegazi MZ, Otaki F, Ho SB. Telehealth to the Rescue During COVID-19: A Convergent Mixed Methods Study Investigating Patients' Perception. Front Public Health 2021; 9:730647. [PMID: 34917570 PMCID: PMC8669510 DOI: 10.3389/fpubh.2021.730647] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Accepted: 10/27/2021] [Indexed: 11/13/2022] Open
Abstract
Background: The onset of the pandemic necessitated abrupt transition to telehealth consultations. Although there is a few tools that gauge the patients' perception about their experiences, none of them are contextualized to an emergency in the Middle East and North Africa region. Accordingly, this study aims at developing and validating a tool to address this gap, and deploying it to assess the patients' perception of telehealth services during COVID-19 in Dubai, United Arab Emirates (UAE). Methods: A convergent mixed methods design was adapted. A random selection of 100 patients from Dubai, UAE were invited to participate. Qualitative and quantitative datasets were collected using a tailor-made survey. The qualitative data, collected through open-ended questions, was analyzed using multi-staged thematic analysis. As for the quantitative data, it captured the patients' extent of satisfaction, and was assessed using SPSS (with a series of descriptive and inferential analyses). The qualitative and quantitative findings were then merged via joint display analysis. Results: Out of the 100 patients that were randomly selected, 94 patients participated in this study. The reliability score of Cronbach's Alpha for the instrument was 98.9%. The percentage of the total average of satisfaction was 80.67%. The Principal Component Analysis showed that 88.1% of the variance can be explained by the instrument (p < 0.001). The qualitative data analysis expanded upon the quantitative findings enabling a better understanding of the patients' perception. Three themes, revolving around the quality of the patient telehealth experiences, surfaced: "Factors that worked to the benefit of the patients," "Factors that the patients were not in favor of," and "Opportunities for improvements as perceived by the patients." Discussion: This study introduced a novel patient satisfaction with telehealth consultation survey contextualized to the COVID-19 times in Dubai, UAE. The participants were quite satisfied with the quality of their experience, however they suggested areas for improvement. Regional healthcare decision-makers can leverage the identified advantages and opportunities for improvement of telehealth. This will enable making informed decisions regarding the continuity of telehealth irrespective of how matters unfold in relation to the pandemic. It will also better prepare the healthcare sector for potential resurgence(s) of COVID-19 and/or the occurrence of other similar emergencies.
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Affiliation(s)
- Ghadah A. Al-Sharif
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Alia A. Almulla
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Eman AlMerashi
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Reem Alqutami
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Mohammad Almoosa
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Mona Zakaria Hegazi
- Department of Family Medicine, Mediclinic City Hospital, Dubai, United Arab Emirates
| | - Farah Otaki
- Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Samuel B. Ho
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
- Department of Medicine, Mediclinic City Hospital, Dubai, United Arab Emirates
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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: 23] [Impact Index Per Article: 7.7] [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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Kabir H, Nasrullah SM, Hasan MK, Ahmed S, Hawlader MDH, Mitra DK. Perceived e-learning stress as an independent predictor of e-learning readiness: Results from a nationwide survey in Bangladesh. PLoS One 2021; 16:e0259281. [PMID: 34710196 PMCID: PMC8553166 DOI: 10.1371/journal.pone.0259281] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Accepted: 10/15/2021] [Indexed: 11/18/2022] Open
Abstract
BACKGROUND E-learning is a relatively trending system of education that has been placed over conventional campus-based learning worldwide, especially since the emergence of the COVID-19 pandemic. This study aimed to assess e-learning readiness among university students of a developing country like Bangladesh and identify the independent predictors of e-learning readiness. METHODS From 26 December 2020 to 11 January 2021, a total of 1162 university students who had enrolled for e-learning completed a semi-structured questionnaire. Data were collected online via "Google Form" following the principles of snowball sampling through available social media platforms in Bangladesh. A multivariable linear regression model was fitted to investigate the association of e-learning readiness with perceived e-learning stress and other independent predictor variables. RESULTS A total of 1162 university students participated in this study. The results indicated that with the increase of students' perceived e-learning stress score, the average e-learning readiness score was significantly decreased (β = -0.43, 95% CI: -0.66, -0.20). The students did not seem ready, and none of the e-learning readiness scale items reached the highest mean score (5.0). The age, gender, divisional residence, preference of students and their parents, devices used, and having any eye problems were significantly associated with the students' e-learning readiness. CONCLUSION During the prolonged period of the COVID-19 pandemic, e-learning implication strategies are needed to be assessed systematically with the level of readiness and its' impacts among students for the continuation of sound e-learning systems. The study findings recommend evaluating the e-learning readiness of university students and the mental health outcomes during the COVID-19 catastrophe in Bangladesh.
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Affiliation(s)
- Humayun Kabir
- Department of Public Health, North South University, Dhaka, Bangladesh
- CRP Nursing College, Savar, Dhaka, Bangladesh
- IQARUS, Cox’s Bazar, Bangladesh
| | | | - Md. Kamrul Hasan
- Department of Public Health, North South University, Dhaka, Bangladesh
- Department of Biochemistry and Molecular Biology, Tejgaon College, National University, Bangladesh, Gazipur, Bangladesh
| | - Shakil Ahmed
- Department of Public Health, North South University, Dhaka, Bangladesh
| | | | - Dipak Kumar Mitra
- Department of Public Health, North South University, Dhaka, Bangladesh
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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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Du Plessis SS, Otaki F, Zaher S, Zary N, Inuwa I, Lakhtakia R. Taking a Leap of Faith: A Study of Abruptly Transitioning an Undergraduate Medical Education Program to Distance-Learning Owing to the COVID-19 Pandemic. JMIR MEDICAL EDUCATION 2021; 7:e27010. [PMID: 34227994 PMCID: PMC8315158 DOI: 10.2196/27010] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2021] [Revised: 03/22/2021] [Accepted: 06/15/2021] [Indexed: 05/06/2023]
Abstract
The COVID-19 pandemic has forced universities worldwide to immediately transition to distance-learning. Although numerous studies have investigated the effect of the COVID-19 pandemic on universities in the Middle East, none have reflected on the process through which medical education programs for health professions underwent this transition. This study aimed to elucidate the rapid transition to distance-learning of an undergraduate medical program at the College of Medicine, Mohammad Bin Rashid University of Medicine and Health Sciences (Dubai, United Arab Emirates), owing to the COVID-19 pandemic. An action research approach constituted the foundation of this collaborative effort that involved investigations, reflections, and improvements of practice, through ongoing cycles of planning, acting, observing, and reflecting. Efforts of transitioning to distance-learning were grouped into four interrelated aspects: supporting faculty members in delivering the program content, managing curriculum changes, engaging with the students to facilitate distance-learning experiences, and conducting web-based assessments. Challenges included the high perceived uncertainty, need for making ad hoc decisions, lack of experiential learning and testing of clinical skills, and blurring of work-life boundaries. Our preliminary findings show the successful generation of a strong existing digital base, future prospects for innovation, and a cohesive team that was key to agility, rapid decision-making, and program implementation.
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Affiliation(s)
- Stefan S Du Plessis
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Farah Otaki
- Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai Healthcare City, Dubai, United Arab Emirates
| | - Shroque Zaher
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Nabil Zary
- Institute for Excellence in Health Professions Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai Healthcare City, Dubai, United Arab Emirates
| | - Ibrahim Inuwa
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Ritu Lakhtakia
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
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Otaki F, Zaher S, Du Plessis S, Lakhtakia R, Zary N, Inuwa IM. Introducing the 4Ps Model of Transitioning to Distance Learning: A convergent mixed methods study conducted during the COVID-19 pandemic. PLoS One 2021; 16:e0253662. [PMID: 34264968 PMCID: PMC8282011 DOI: 10.1371/journal.pone.0253662] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Accepted: 06/10/2021] [Indexed: 11/19/2022] Open
Abstract
Significant concern has been raised regarding the effect of COVID-19 on medical education. This study aimed to shed light on the distance learning experiences of medical students and their instructors at the Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU) in Dubai, United Arab Emirates. A convergent mixed methods approach was utilized. Qualitative and quantitative data was collected using a survey of closed-ended followed by open-ended questions. The percentage of the total average of satisfaction among stakeholders was 76.4%. The qualitative analysis led to developing the 4Ps Model of Transitioning to Distance Learning, which encapsulates four interrelated themes. It would be helpful to leverage the lessons learned to tailor blended medical programs with a reasonable mélange of experiences. The study also contributes to the mixed methods research by showcasing a means of adapting it to evaluate critical situations reliably and rapidly.
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Affiliation(s)
- Farah Otaki
- Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Shroque Zaher
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Stefan Du Plessis
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Ritu Lakhtakia
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Nabil Zary
- Institute for Excellence in Health Professions Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Ibrahim M. Inuwa
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
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Amir Rad F, Otaki F, Baqain Z, Zary N, Al-Halabi M. Correction: Rapid transition to distance learning due to COVID-19: Perceptions of postgraduate dental learners and instructors. PLoS One 2021; 16:e0253683. [PMID: 34138971 PMCID: PMC8211242 DOI: 10.1371/journal.pone.0253683] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023] Open
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Adam M, Urbančič-Rak T, Crnić T. Dental Students' Discomfort and Anxiety During the First and the Second Lockdown Due to COVID-19 Pandemic at the School of Dental Medicine, University of Zagreb. Acta Stomatol Croat 2021; 55:186-197. [PMID: 34248152 PMCID: PMC8255037 DOI: 10.15644/asc55/2/8] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Accepted: 06/06/2021] [Indexed: 12/24/2022] Open
Abstract
OBJECTIVES The aim of the study was to assess discomfort and anxiety of dental students caused by the COVID-19 pandemic crisis and to assess quality of the study during the crisis, as well as to compare subjective experiences and attitudes of preclinical and clinical students towards lectures and practicals during the first and the second lockdown at the School of Dental Medicine, University of Zagreb. METHODS This research was conducted using online questionnaires. The questionnaires were compiled by students for a presentation at the Brescia Colloquium 2020. The participants were integrated undergraduate and graduate dental students from the School of Dental Medicine, University of Zagreb. The questionnaires were completed by students during March 2020 and during February 2021 and were anonymous. For the statistical analysis of the data, the software package SPSS 20 (IBM Corp., Armonk, New York, USA) was used. Descriptive statistical analysis was used to determine the basic statistical parameters (frequencies, median, mod, minimum and maximum values). The significance of the differences among the tested groups was assessed by the Chi-Square or the Fisher's Exact Tests. RESULTS All dental students experienced some discomfort and were worried about the future competence. No gender differences were found (p>0.05). Preclinical students were less motivated than clinical students (p<0, 01) during first lockdown, while significant differences were found between preclinical and clinical students considering safety, competence and confidence to treat patients during second lockdown. CONCLUSIONS COVID-19 pandemic impacted the wellbeing of the students, their learning and teaching at the School of Dental Medicine, University of Zagreb. Students were more overwhelmed by the pandemic during the first lockdown than during second lockdown and have adapted well to the new forms of teaching. However, they are still uncertain about competency in the clinical environment and their future career.
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Affiliation(s)
- Marta Adam
- School of Dental Medicine, University of Zagreb
| | | | - Tin Crnić
- Independent researcher, Mainz, Germany
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Alrashdi M, Hameed A, Aljabr A. COVID-19 and a Call to Adapt Dental Education. FRONTIERS IN DENTAL MEDICINE 2021. [DOI: 10.3389/fdmed.2021.664460] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
Introduction: COVID-19 has harmed the economic, academic, and clinical pursuits of dental educational institutions and dental students. As dental associations, health agencies, and regulatory bodies around the globe announced the need for social distancing and stricter safety measures, some dental schools worldwide have been adapting to accommodate for such changes.Methods: This review attempts to provide a general picture of the early responses of some dental schools worldwide to the COVID-19 crisis and identify some of the regulations that influenced dental schools' initial decisions. An analytical approach was used to assess changes to dental school curriculums in didactic (academic/non-clinical) and clinical education, examinations, administration, and dental school research. The assessment was based on a web-based search of a variety of online global references including research articles, reviews, letters, press releases, and surveys regarding the early effect of covid-19 on dental education at some dental institutions in the U.S, Europe, and Asia from late February to early July of 2020. The review also offered further recommendations to dental school administrators regarding the future of dental education during the early stages of a pandemic.Conclusions: Innovations in technology and blended educational methodologies will continue to influence how certain dental schools around the world adapt to the changes caused by COVID-19 and better prepare dental education institutions for potential future public health disruptions.Clinical significance: Dental schools will need to adapt their education system to improve didactic, preclinical, clinical, administrative, and research components of dental education in response to the changes caused by COVID-19 and future pandemics.
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