scholarly journals Quality, Effectiveness and Outcome of Blended Learning in Dental Education during the COVID Pandemic: Prospects of a Post-Pandemic Implementation

2021 ◽  
Vol 11 (12) ◽  
pp. 810
Author(s):  
Rami S. Al-Fodeh ◽  
Ahed M. S. Alwahadni ◽  
Elham S. Abu Alhaija ◽  
Thikrayat Bani-Hani ◽  
Kamran Ali ◽  
...  
Keyword(s):  
Blended Learning ◽  
Clinical Training ◽  
Online Survey ◽  
Dental Education ◽  
Dental Students ◽  
Assessment Process ◽  
Traditional Teaching ◽  
Education Students ◽  
Online Tutorials ◽  
Performance Results

Blended learning is growing in popularity particularly following the emergence of COVID-19 pandemic. One of the fields that the pandemic has substantially affected is dental education. Purpose: The aim of this study was to evaluate the quality and effectiveness of the online dental education. Students’ perceptions and experiences of blended learning were also investigated. Methods: A 28-question online survey was designed to gauge students’ perceptions of the effect of blended learning on their academic performance. Results: 314 participants in preclinical and clinical years completed the questionnaire (223 females and 91 males). The majority of students (89%) believed that clinical and practical courses cannot be given by the internet. In terms of students’ opinion in the assessment process, more females (65.8%) preferred traditional exams than males (50.5%) (p < 0.05). Most clinical students (83%) preferred a combination of online and traditional teaching compared to 72% of preclinical students (p < 0.05). Clinical year students were more willing to communicate electronically with their classmates and instructors. The majority of dental students (65%) reported that future dental courses should be blended. Conclusions: In the pandemic era, blended learning, should become the preferred method of education whereby theoretical knowledge is delivered through online tutorials and clinical training is resumed on-site, to ensure competency of dental graduates while maintaining safety of the dental team. Current facilities and course designs should be improved in order to improve students’ experiences with blended learning.

scholarly journals Characteristics of dental note taking: a material based themed analysis of Swedish dental students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Viveca Lindberg ◽  
Sofia Louca Jounger ◽  
Maria Christidis ◽  
Nikolaos Christidis
Keyword(s):  
Higher Education ◽  
Clinical Training ◽  
Literacy Practices ◽  
Dental Education ◽  
Structured Interview ◽  
Dental Students ◽  
Structured Interviews ◽  
New Literacy ◽  
New Literacy Studies ◽  
Writing Practices

Abstract Background The transition from upper secondary to higher education and from higher education to professional practice requires that students adapt to new literacy practices, academic and professional. However, there is a gap of knowledge regarding literacy practices in dental education. Therefore, the aim of this study was to identify what characterizes dental students’ notetaking and secondarily to determine what dental students express regarding their notetaking. Methods To analyze students’ perspectives about the purposes of notetaking and to examine their written notes in depth, three volunteer students, out of the 24 students that voluntarily and anonymously handed in their notes, were interviewed. The three undergraduate dental students that participated in this material-based, semi-structured interview study, framed within a New Literacy Studies approach, were on their third year (6th semester). The focus of these material-based interviews was on each student’s notes. Questions prepared for semi-structured interviews were open-ended and allowed for individual follow-up questions related to the interviewee’s answer. To analyze the outcome of the interviews a thematic analysis was used. Results From the material-based interviews eight themes that relate to what, how and for what purpose students write were discerned. These eight themes include professional vocabulary, core content as well as clinical examples that belong to what students read and write; multimodal accentuation as well as synthesis that belong to how students read and write; and mnemonic strategies, academic purposes, and professional purposes that belong to for what purpose students read and write. Conclusions Findings from the interviews indicate that the digital development, offering a variety of available tools, has expanded the notion of notetaking. This study identified that dental students’ notetaking has changed during their education from initially being synchronous, to also include multimodal and asynchronous writing, making notetaking more of a writing practice. Further, students’ writing practices seem to be motivated by their knowledge formation in relation to a subject matter, but also in relation to their experiences during clinical training. Although, our hypothesis was that the main purpose of notetaking and writing was to pass their course examinations, this study showed that students that were half-way through their dental education, are aware that literacy practices are for learning for their future profession, and not only for passing their exams.

scholarly journals Online dental teaching practices during the COVID-19 pandemic: a cross-sectional online survey from China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Zhiwei Jiang ◽  
Danji Zhu ◽  
Jialu Li ◽  
Lingfei Ren ◽  
Rui Pu ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Teaching Practices ◽  
Online Survey ◽  
Teaching Method ◽  
Dental Education ◽  
Dental Students ◽  
Resident Physician ◽  
Physician Training ◽  
Cross Sectional ◽  
Case Based Learning

Abstract Background Coronavirus disease 2019 (COVID-19) emerged in China in December 2019. The COVID-19 pandemic hindered dental education, as school buildings were closed. Online dental teaching provided an alternative teaching tool for dental education. However, the efficiency of online dental teaching and student preferences for online dental teaching are unclear. Aim To investigate the satisfaction with online dental teaching practices among undergraduate dental students and standardized resident physician training students during the COVID-19 pandemic in China. Methods A total of 104 undergraduate dental students and 57 standardized resident physician training students from Zhejiang University participated in the study. A 12-item survey was conducted. This investigation included the teaching methods received, frequency of classes, degree of satisfaction, preferred teaching method, whether to participate in a course regarding COVID-19 prevention, and the effects of teaching. The percentages were then calculated and evaluated for each item. Results A total of 161 students (104 undergraduate dental students and 57 standardized resident physician training students) participated in this survey. All students had online dental classes during the COVID-19 pandemic. Lecture-based learning (LBL), case-based learning (CBL), problem-based learning (PBL), team-based learning (TBL), and research-based learning (RBL) were selected as teaching methods. Students were more satisfied with LBL and CBL than PBL, RBL, and TBL. The majority of students had more than four classes per week. The most selected protective measures were hand washing, wearing masks, and wearing gloves. A total of 46.6% of students participated in courses on COVID-19. After training, the students consciously chose to wear face shields and protective clothing. Conclusions Dental students accepted online dental learning during the COVID-19 pandemic. Students preferred LBL and CBL and were satisfied with the classes. Courses on COVID-19 helped students understand how to prevent COVID-19 transmission in the dental clinic.

scholarly journals Perceptions of Clinical Dental Students Toward Online Education During the COVID-19 Crisis: An Egyptian Multicenter Cross-Sectional Survey

2022 ◽  
Vol 12 ◽  
Author(s):  
Reham Hassan ◽  
Ayman R. Khalifa ◽  
Tarek Elsewify ◽  
Mohamed G. Hassan
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Teaching ◽  
Online Survey ◽  
Clinical Skills ◽  
Dental Education ◽  
Hybrid Approach ◽  
Dental Students ◽  
Cross Sectional ◽  
Dental Schools

Objectives: To evaluate the perceptions of clinical dental students on the role of online education in providing dental education during the COVID-19 crisis.Materials and Methods: A cross-sectional online survey was sent to four Egyptian dental schools from the 20th of January 2021 to the 3rd of February 2021. Survey questions included the demographics, uses, experiences, perceived benefits, and barriers of distance learning in dentistry during the COVID-19 pandemic. Responses were collected from the clinical dental school students. Categorical data were presented as frequencies (n) and percentages (%) and were analyzed using Fisher’s exact test.Results: Three hundred thirty-seven clinical dental students across four Egyptian dental schools responded. Most students used either Google Classroom or Microsoft Teams to access the online content. The data showed that the COVID-19 pandemic affected the academic performance of most participants (97.4%) with varying degrees. On average, students were neutral when asked to rate the online lectures, but did not find online practical education as effective (81.3%) as online theoretical teaching. The commonly described barriers to online teaching included loss of interaction with educators, inappropriateness in gaining clinical skills, and the instability of the internet connection.Conclusion: Despite the reported benefits, clinical dental students in Egypt preferred the hybrid approach in dental education as distance learning represented a prime challenge to gain adequate clinical dental skills.

scholarly journals Dental Education in the Time of COVID-19 Pandemic: Challenges and Recommendations

2021 ◽  
Vol 8 ◽  
Author(s):  
Mohamed G. Hassan ◽  
Hala Amer
Keyword(s):  
Clinical Training ◽  
Dental Education ◽  
Dental Students ◽  
Medical Institutions ◽  
Wide Range ◽  
Therapeutic Procedures ◽  
Education Delivery ◽  
Generating Equipment ◽  
Dental Schools ◽  
Structure Evaluation

Moving within the second wave of the coronavirus (COVID-19) pandemic, dental education delivery has been profoundly affected by this crisis, so has the structure, evaluation, and future of dental education. Both pre-clinical and clinical dental education have experienced challenges ranging from fully online educational content to limited dental training for senior dental students. This crisis appears to be a tipping point that produced confusion in dental teaching especially clinical sciences. Although medical institutions immediately started to adapt to the unexpected COVID-19 crisis, dental and oral health educational services are profoundly impaired due to the dental team's propinquity to the patient and the aerosols generated during routine dental therapeutic procedures. Dental students unlike other medical students are considered to be at the highest risk due to the nature of their clinical training that includes working in the oral cavity of patients using aerosol-generating equipment. Some dental schools have taken the leadership and documented their modifications during this pandemic; however, there is a serious need for further investigation and wide range screening of the situation in the dental schools during the COVID-19 crisis. The aim of this mini-review is to present these challenges and how academic dental institutions have implemented strategies to overcome them.

scholarly journals Online Dental Teaching Practices During the COVID-19 Pandemic: A Cross-Sectional Online Survey From China

2021 ◽  
Author(s):  
Zhiwei Jiang ◽  
Danji Zhu ◽  
Jialu Li ◽  
Lingfei Ren ◽  
Guoli Yang
Keyword(s):  
Teaching Practices ◽  
Online Survey ◽  
Teaching Method ◽  
Dental Education ◽  
Dental Students ◽  
Cross Sectional ◽  
Alternative Teaching ◽  
Dental Clinics ◽  
Case Based Learning ◽  
Degree Of Satisfaction

Abstract Background Coronavirus disease 2019 (COVID-19) emerged in China in December 2019. The COVID-19 pandemic hindered dental education and schools had to be closed. Online dental teaching provided an alternative teaching tool for dental education. However, it is not clear whether online dental teaching is efficient and what students preferred.Aim To investigate the effect of online dental teaching practices during the COVID-19 pandemic in China.Methods A total of 104 undergraduate dental students and 57 standardized resident physician training students from Zhejiang University were investigated. A 12-item survey was conducted. This investigation included teaching method, frequency of classes, degree of satisfaction, preferred teaching method, whether to participate in a course about COVID-19 prevention, and the effects of teaching. The percentage of the items were then calculated and evaluated.Results A total of 161 students participated in this survey. All students had online dental classes during the COVID-19 pandemic. Lecture-based learning (LBL), case-based learning (CBL), problem-based learning (PBL), and research-based learning (RBL) were selected as classroom subjects. Students were more satisfied with LBL and CBL than PBL and RBL. The majority of students had more than 4 classes per week. The most selected protective measures were hand washing, wearing masks, and wearing gloves. A total of 46.6% students had courses on COVID-19. After training, the students consciously chose to wear face masks and protective clothing.Conclusions Online dental teaching practices were effective during the COVID-19 pandemic. Students preferred LBL and CBL and were satisfied with the classes. Courses on COVID-19 helped students understand how to prevent COVID-19 in dental clinics.

scholarly journals Student Response to a Blended Radiology Course: A Multi-Year Study in Dental Education

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Camila Pacheco-Pereira ◽  
Anthea Senior ◽  
Sharon Sharon Compton ◽  
Luiz Francisco Vargas-Madriz ◽  
Luis Fernando Marin ◽  
...  
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Dental Education ◽  
Dental Students ◽  
Student Response ◽  
Oral Radiology ◽  
Dental Radiographs ◽  
21St Century Learners ◽  
Course Format ◽  
Students Satisfaction

Universities around the world are increasingly moving towards blended learning models to engage their 21st century learners (Alammary et al., 2014; Brenard et al., 2014; Tandoh et al., 2014). However, students’ engagement and satisfaction with blended learning in dental education remain understudied. To address this gap, this study examines the effects of a blended learning approach on students’ satisfaction and engagement within dental hygiene and dentistry oral radiology courses. Thirty-five students participated in a survey designed to measure two main constructs: student engagement (per Fredericks et al., 2005) and student satisfaction (per Owston et al., 2013) with the addition of one student providing interview data on each of these constructs. It was found that students were generally satisfied (67%) with the blended learning course format with 65% of students expressing a preference for the blended format. This finding was complemented by students’ also expressing that they were emotionally engaged (70% engagement score), cognitively engaged (69% engagement score), and behaviourally engaged (61% engagement score). These findings suggest that blended learning may be of benefit to the engagement and satisfaction of dental students’ learning the interpretation of dental radiographs.

scholarly journals Swedish Dental Students’ Notetaking - an In-depth Material-based Interview Study

2020 ◽  
Author(s):  
Viveca Lindberg ◽  
Sofia Louca Jounger ◽  
Maria Christidis ◽  
Nikolaos Christidis
Keyword(s):  
Higher Education ◽  
Clinical Training ◽  
Literacy Practices ◽  
Dental Education ◽  
Structured Interview ◽  
Dental Students ◽  
Interview Study ◽  
Structured Interviews ◽  
New Literacy ◽  
New Literacy Studies

Abstract Background: The transition from upper secondary to higher education and from higher education to professional practice requires that students adapt to new literacy practices, academic and professional. However, there is a gap of knowledge regarding literacy practices in dental education. Therefore, the aim of this study was to identify what characterizes dental students’ notetaking and secondarily to determine what dental students express regarding their notetaking.Methods: To analyze students' perspectives about the purposes of notetaking and to examine their written notes in depth, three volunteer students, out of the 24 students that voluntarily and anonymously handed in their notes, were interviewed. The three undergraduate dental students that participated in this material-based, semi-structured interview study, framed within a New Literacy Studies approach, were on their third year (6th semester). The focus of these material-based interviews was on each student’s notes. Questions prepared for semi-structured interviews were open-ended and allowed for individual follow-up questions related to the interviewee’s answer. To analyze the outcome of the interviews a thematic analysis was used. Results: From the material-based interviews eight themes (T1-8) that relate to what, how and for what purpose students write were discerned. These include a) what: T1-Professional vocabulary; T2-Core content; T3-Clinical example; b) how: T4-Multimodal accentuation; T5-Synthesis; and c) for what purpose: T6-Mnemonic strategies; T7-Academic purposes; and T8 professional purposes.Conclusions: Findings from the interviews indicate that the digital development, offering a variety of available tools, has expanded the notion of notetaking. This study identified that dental students’ notetaking has changed during their education from initially being synchronous, to also include multimodal and asynchronous writing, making notetaking more of a writing practice. Further, students’ writing practices seem to be motivated by their knowledge formation in relation to a subject matter, but also in relation to their experiences during clinical training. Although, our hypothesis was that the main purpose of notetaking and writing was to pass their course examinations, this study showed that students that were half-way through their dental education, are aware that literacy practices are for learning for their future profession, and not only for passing their exams.

scholarly journals Academic perspectives and psychosocial aspects of final-year dental students during COVID-19 pandemic

2021 ◽  
Vol 21 ◽  
pp. e226321
Author(s):  
Mariana Barbosa Câmara-Souza ◽  
Fabiana Han Na Kim ◽  
Olivia Maria da Costa Figueredo ◽  
Renata Cunha Mateus Rodrigues Garcia
Keyword(s):  
Undergraduate Students ◽  
Clinical Training ◽  
Online Survey ◽  
Depression Scale ◽  
Stress Sensitivity ◽  
Dental Students ◽  
Psychosocial Aspects ◽  
Anxiety And Depression ◽  
Cross Sectional ◽  
Significance Level

Aim: This cross-sectional observational study aimed to evaluate the influence of the Universities lockdown measures on academic perspectives and psychosocial aspects of Brazilian finalyear dental students. Methods: 268 undergraduate students regularly enrolled in a Dentistry course at public universities were asked about anxiety, depression, stress sensitivity, and their academic perspectives by using an online survey. The Hospital Anxiety and Depression Scale (HADS) was used to measure anxiety and depression, while the Perceived Stress Scale (PSS) evaluated stress levels. The academic perspective was evaluated by five affirmatives regarding possible difficulties that will be faced when school reopens and after graduation. The possible association between fear of having COVID-19 with psychosocial outcomes and COVID-19 association with academic perspectives were analyzed by ANOVA and chisquare tests, respectively, considering a significance level of 5%. Results: Considering possible associations between the fear of having COVID-19 and psychosocial aspects, significant values were found for anxiety (P = 0.018) and stress sensitivity (P = 0.002). Regarding students’ academic perspectives, COVID-19 had significant impact on less opportunity to perform procedures (P = 0.023), additional expenses with personal protective equipment (P = 0.007), and concerns of consulting elderly people (P = 0.012). Conclusion: The COVID-19 pandemic led to increased psychological impairments and enlarged concerns with learning and biosecurity, which might impact academic perspectives. Thus, being aware of these apprehensions, university professors and staff can improve the clinical training of final-year dental students in an empathetic way.

scholarly journals The Effectiveness of the Blended Learning in Conservative Dentistry with Endodontics on the Basis of the Survey among 4th-Year Students during the COVID-19 Pandemic

2021 ◽  
Vol 18 (9) ◽  
pp. 4555
Author(s):  
Kacper Nijakowski ◽  
Anna Lehmann ◽  
Jakub Zdrojewski ◽  
Monika Nowak ◽  
Anna Surdacka
Keyword(s):  
Blended Learning ◽  
Dental Education ◽  
Modern Technology ◽  
Dental Students ◽  
Protective Equipment ◽  
Online Questionnaire ◽  
Social Contacts ◽  
Self Evaluation ◽  
Conservative Dentistry ◽  
E Learning

The COVID-19 pandemic has undoubtedly affected education at all levels, including medical and dental education. Our study aimed to assess the effectiveness of the blended learning in conservative dentistry with endodontics. The students had theoretical classes in a remote form (using the e-learning portal and Teams communicator) and practical classes with the participation of patients in the appropriate sanitary regime. The author’s survey was conducted among fourth-year dental students. The online questionnaire consisted of 5 parts: self-evaluation, evaluation of theoretical e-learning classes, evaluation of practical clinical classes, evaluation of safety, and evaluation of performed blended learning. The majority of respondents declared that their learning effectiveness increased during the pandemic. Most surveyed students preferred remote learning in asynchronous form (e-learning portals) to synchronous form (virtual meetings in real-time). All respondents described the provided personal protective equipment as sufficient or even as excessive. Our students were very satisfied with the proposed blended-learning model and would like to continue it even after the pandemic has ended. Among the advantages, they particularly mentioned the increase in efficiency and the individualised pace of learning, while the disadvantage was the limitation of social contacts. The appropriate use of modern technology can effectively revolutionise dental education.

scholarly journals Characteristics of Dental Note taking: A material based Themed analysis of Swedish Dental Students

2020 ◽  
Author(s):  
Viveca Lindberg ◽  
Sofia Louca Jounger ◽  
Maria Christidis ◽  
Nikolaos Christidis
Keyword(s):  
Higher Education ◽  
Clinical Training ◽  
Literacy Practices ◽  
Dental Education ◽  
Structured Interview ◽  
Dental Students ◽  
Structured Interviews ◽  
New Literacy ◽  
New Literacy Studies ◽  
Writing Practices

Abstract Background: The transition from upper secondary to higher education and from higher education to professional practice requires that students adapt to new literacy practices, academic and professional. However, there is a gap of knowledge regarding literacy practices in dental education. Therefore, the aim of this study was to identify what characterizes dental students’ notetaking and secondarily to determine what dental students express regarding their notetaking.Methods: To analyze students' perspectives about the purposes of notetaking and to examine their written notes in depth, three volunteer students, out of the 24 students that voluntarily and anonymously handed in their notes, were interviewed. The three undergraduate dental students that participated in this material-based, semi-structured interview study, framed within a New Literacy Studies approach, were on their third year (6th semester). The focus of these material-based interviews was on each student’s notes. Questions prepared for semi-structured interviews were open-ended and allowed for individual follow-up questions related to the interviewee’s answer. To analyze the outcome of the interviews a thematic analysis was used.Results: From the material-based interviews eight themes that relate to what, how and for what purpose students write were discerned. These eight themes include professional vocabulary, core content as well as clinical examples that belong to what students read and write; multimodal accentuation as well as synthesis that belong to how students read and write; and mnemonic strategies, academic purposes, and professional purposes that belong to for what purpose students read and write.Conclusions: Findings from the interviews indicate that the digital development, offering a variety of available tools, has expanded the notion of notetaking. This study identified that dental students’ notetaking has changed during their education from initially being synchronous, to also include multimodal and asynchronous writing, making notetaking more of a writing practice. Further, students’ writing practices seem to be motivated by their knowledge formation in relation to a subject matter, but also in relation to their experiences during clinical training. Although, our hypothesis was that the main purpose of notetaking and writing was to pass their course examinations, this study showed that students that were half-way through their dental education, are aware that literacy practices are for learning for their future profession, and not only for passing their exams.

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