Developing an Education Concept during the COVID-19 Pandemic and Other Emergency Conditions

A special issue of Dentistry Journal (ISSN 2304-6767). This special issue belongs to the section "Dental Education".

Deadline for manuscript submissions: closed (10 April 2023) | Viewed by 18638

Special Issue Editors

Department of Oral Surgery, University of Glasgow Dental Hospital and School, 378 Sauchiehall Street, Glasgow G2 3JZ, UK
Interests: dental education; undergraduate dental assessment; technology enhanced education and assessment; 3D and 4D imaging techniques; cleft lip and palate
Department of Paediatric Dentistry, University of Glasgow Dental Hospital and School, 378, Sauchiehall Street, Glasgow G2 3JZ, UK
Interests: dental education; undergraduate dental assessment and feedback; peer observation of teaching; child protection; cleft care; dental traumatology
Department of Community Oral Health, University of Glasgow Dental Hospital and School, 378 Sauchiehall Street, Glasgow G2 3JZ, UK
Interests: undergraduate assessment and feedback; teaching methodologies including peer assisted learning; human factors; motivation
Department of Community Oral Health, University of Glasgow Dental Hospital and School, 378 Sauchiehall Street, Glasgow G2 3JZ, UK
Interests: undergraduate assessment and feedback; teaching methodologies including peer assisted learning; human factors; motivation

Special Issue Information

Dear Colleagues,

The COVID-19 pandemic is one of the most significant events of our time regardless of who or where we are. It has, however, had very particular adverse effects upon dentistry. The various restrictions and guidelines implemented all but closed dentistry down at the height of the pandemic and continue to impact on clinical activity and dental education throughout the world. Providers of dental education have been faced with multiple hurdles including problems related to aerosol generating procedures, ventilation requirements and social distancing guidance. These factors have presented us with exceptional challenges around face to face teaching, clinical training and assessment.

Although the restrictions in relation to the pandemic pose appreciable difficulties regarding teaching and assessment in dentistry they have also created an environment for development and changes that are innovative, bold and forward-thinking. This Special Issue is dedicated to the new methods developed to deliver and support undergraduate dental education and assessment in these challenging times. We invite contributors to publish information on these innovative approaches and the solutions they have developed. Through this we hope to help share expertise where new practices have overcome some of the hurdles before us during the present pandemic. This knowledge, while essential now, may point us towards better practice and can also be used in the future to address potential difficulties in other emergency situations.

Prof. Dr. Aileen Bell
Dr. Alison Cairns
Dr. Vivan Binnie
Dr. James Alun Scott
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Dentistry Journal is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Undergraduate dental education
  • Undergraduate dental assessment
  • Dental education
  • Assessment in dentistry
  • COVID-19 pandemic
  • Response to the COVID-19 pandemic
  • Blended learning
  • Online learning
  • Online assessment
  • Technology enhanced learning and teaching
  • Alternative approaches to learning and teaching
  • Alternative approaches to assessment

Published Papers (9 papers)

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Research

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10 pages, 997 KiB  
Article
Adaptation to Virtual Assessment during the COVID-19 Pandemic: Clinical Case Presentation Examination
by James Donn, J. Alun Scott, Vivian Binnie, Kurt Naudi, Colin Forbes and Aileen Bell
Dent. J. 2023, 11(2), 45; https://doi.org/10.3390/dj11020045 - 09 Feb 2023
Cited by 1 | Viewed by 1386
Abstract
Background: Case presentation assessment is common in both medicine and dentistry and is known under various names depending on the country and institution. It relates mainly to aspects of diagnosis and treatment planning and is considered highly authentic and useful. The COVID-19 pandemic [...] Read more.
Background: Case presentation assessment is common in both medicine and dentistry and is known under various names depending on the country and institution. It relates mainly to aspects of diagnosis and treatment planning and is considered highly authentic and useful. The COVID-19 pandemic necessitated the movement of this assessment from face-to-face to online. The aim of this investigation was to explore the students’ impressions of the two different examination modalities. With this information, a decision on future diets of this examination can be made to accommodate the students’ perspectives. Methods: Quantitative and qualitative data were gathered using an online, self-administered survey. Results: The students were split 50/50 regarding which assessment modality they preferred. Overall, they considered the online examination to be fair, and the majority agreed that the online format allowed them to display their knowledge as well as face-to-face. Conclusions: The delivery of case presentation examination is possible online. An online case presentation is a fair, useful, and authentic assessment that is appropriate to the needs of the faculty and students. Satisfaction with the two possible methods of conducting this assessment suggests it would be reasonable to conduct this examination online in the future. Full article
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11 pages, 519 KiB  
Article
The Dental Educational Environment of Online and Blended Learning during COVID-19, and the Impact on the Future of Dental Education
by Mai E. Khalaf, Hassan Ziada and Neamat Hassan Abubakr
Dent. J. 2023, 11(2), 41; https://doi.org/10.3390/dj11020041 - 07 Feb 2023
Cited by 3 | Viewed by 1402
Abstract
Blending face-to-face and online learning should create a focused environment that supports deep and meaningful teaching and learning that engages learners in a more active and collaborative educational experience. The present study aimed to evaluate students’ online and blended learning educational environment self-perception [...] Read more.
Blending face-to-face and online learning should create a focused environment that supports deep and meaningful teaching and learning that engages learners in a more active and collaborative educational experience. The present study aimed to evaluate students’ online and blended learning educational environment self-perception at the Faculty of Dentistry, Kuwait University, during the COVID-19 pandemic. Methods: Undergraduate dental students who participated in blended learning with online lectures were invited to participate. The sample was a non-probability convenient sample, which included all clinical dental students invited to participate, who were enrolled in the fifth, sixth, and seventh (clinical year) years. All 69 students in these three clinical years were invited to participate. Electronic consent to participate and a self-administered questionnaire of two parts were completed. Part one of the questionnaire utilized the five subscales of the Dundee Ready Educational Environment Measure (DREEM) questionnaire; part two was developed in addition to evaluate the online teaching and learning subscales. Results: Descriptive statistics and analyses of variance were performed; Pearson correlations were made between the additional supplemental online teaching subscale and the original DREEM subscales. The mean students’ perception of the teacher was high, followed by the academic self-perception and then the learning perception. Students’ social self-perceptions had the lowest reported scores. Students’ perceptions varied by year of education in all subscales except for the online domain. In comparing all domains (DREEM and the online component), graduating students (final year) had a more favorable perception than other students. Conclusions: Within the limitations of the present study, online and blended learning were positively perceived, excluding the social self-perception and the perception that the online teaching time was not well used. Full article
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12 pages, 267 KiB  
Article
The Impact of a 1-Year COVID-19 Extension on Undergraduate Dentistry in Dundee: Final Year Students’ Perspectives of Their Training in Oral Surgery
by Michaelina Macluskey, Angela S. Anderson and Simon D. Shepherd
Dent. J. 2022, 10(12), 230; https://doi.org/10.3390/dj10120230 - 06 Dec 2022
Viewed by 1330
Abstract
Background: The detrimental impact of the COVID-19 pandemic on dental education prompted the Scottish Government to fund an additional year to the dental course to ensure that the students had the necessary clinical experience. The aim of the study was to better understand [...] Read more.
Background: The detrimental impact of the COVID-19 pandemic on dental education prompted the Scottish Government to fund an additional year to the dental course to ensure that the students had the necessary clinical experience. The aim of the study was to better understand the final year student perceptions of this extension on their oral surgery experience at the University of Dundee. Methods: This mixed methods study consisted of an anonymous online questionnaire and a focus group. Results: Forty-one students (69.3%) completed the questionnaire and ten students participated in the focus group. Thirty-six (88.8%) students agreed that the oral surgery teaching provided sufficient knowledge to undertake independent practice. All of the students felt confident to carry out an extraction, and the majority of them (n = 40, 95%) felt confident to remove a retained root, however, their confidence with surgery was lower. Conclusion: The extension gave the students sufficient experience in oral surgery to gain confidence in clinical skills and an appropriate level of knowledge in preparation for the next phase of their career. Most of the students agreed that the extension was necessary and beneficial. This cohort graduated with more oral surgery experience than any of the students did in the previous 4 years from Dundee and with experience that was comparable with the students at other schools in the pre-COVID-19 era. Full article
10 pages, 942 KiB  
Article
Online Unproctored Clinical Examinations: The Perceptions and Performance of Final Year Dental Students
by Laura Gartshore, Mark Jellicoe, Joanne Bowles, Girvan Burnside, Luke J. Dawson and Vince Bissell
Dent. J. 2022, 10(11), 200; https://doi.org/10.3390/dj10110200 - 25 Oct 2022
Viewed by 1353
Abstract
Background: Take home, or open-book, examinations (OBE) are designed to be completed at a location of student choice, whilst providing comprehensive assessment of learning outcomes. Supporters of OBE refer to their authenticity, in that they reflect real-world practice where use of external resources [...] Read more.
Background: Take home, or open-book, examinations (OBE) are designed to be completed at a location of student choice, whilst providing comprehensive assessment of learning outcomes. Supporters of OBE refer to their authenticity, in that they reflect real-world practice where use of external resources is routine and encouraged. A contrasting view is that efficient practice requires a solid base of knowledge upon which to draw. The aim of this evaluation was to elicit learners’ perceptions of the open-book, unproctored examination approach; we sought student views on authenticity, assessment preparation, use of resources, and anxiety. Methods: Quantitative and qualitative data were gathered using an online, self-administered survey. We sought to determine the correlation between student views and examination performance via consideration of final examination marks. Results: Heightened anxiety levels tended to increase assessment preparations and were found to be inversely related to learners’ perceptions that the OBE was an authentic test. An inverse relationship was seen between learners’ OBE examination performance and consulting resources during the examination. Examination marks were not significantly related to endorsement of continued online delivery of learning, time spent preparing for OBE in comparison to other types of assessment, greater anxiety than usual, perceptions of test authenticity, or experiencing a supportive test environment. Conclusions: The results of this study may inform curriculum and assessment development, learning and teaching practices, and support student voice and experience. Full article
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13 pages, 244 KiB  
Article
An Educational Evaluation of Thiel Cadavers as a Model for Teaching Suturing Skills to Dental Students during the COVID-19 Pandemic
by Michaelina Macluskey, Angela S. Anderson, Mark Gribben and Simon D. Shepherd
Dent. J. 2022, 10(7), 125; https://doi.org/10.3390/dj10070125 - 04 Jul 2022
Cited by 1 | Viewed by 1263
Abstract
Suturing is an essential skill in dentistry and not one easily acquired. The COVID-19 pandemic prompted a change to the use of Thiel cadavers and online resources with the aim of improving skill acquisition using the best model available. This study investigated the [...] Read more.
Suturing is an essential skill in dentistry and not one easily acquired. The COVID-19 pandemic prompted a change to the use of Thiel cadavers and online resources with the aim of improving skill acquisition using the best model available. This study investigated the utility of the Thiel cadaver for teaching suturing skills and the potential impact of the lockdown. Fifty-seven year 4 students attended a teaching session. Student views on this teaching were explored via a questionnaire survey and qualitative data collected from a focus group. Data were analysed using an inductive approach. The response rate was 53% (30 students) for the questionnaire with 9 students participating in the focus group. Independent feedback was provided by two members of the teaching staff. Online video resources were very well received by the students with 97% agreeing that it was useful preparation. Ninety percent (90%) thought that the cadaveric model was suitable for this teaching and realistic. Positive emergent themes from the focus group centred on the use of the cadaveric model and the positive and relaxed teaching and learning environment. Staff perceived this model as superior to previously used models. There were no reported negative pandemic impacts and the cadaver model was well received. Full article
13 pages, 237 KiB  
Article
Perceived Didactic Curricular Effectiveness of In-Person vs. Virtual Formats amongst Fourth-Year Dental Students
by Robert D. Bowers, Lance Brendan Young, Carissa L. Comnick, Hariyali P. Kasundra and Christopher A. Barwacz
Dent. J. 2022, 10(4), 60; https://doi.org/10.3390/dj10040060 - 02 Apr 2022
Viewed by 2527
Abstract
Purpose: The COVID-19 pandemic altered the methodologies of dental education delivery, resulting in both immediate and more enduring changes. To assess student perceptions of learning effectiveness, graduating dental students from the class of 2020 were surveyed to identify student comfort with technology and [...] Read more.
Purpose: The COVID-19 pandemic altered the methodologies of dental education delivery, resulting in both immediate and more enduring changes. To assess student perceptions of learning effectiveness, graduating dental students from the class of 2020 were surveyed to identify student comfort with technology and content retention, individual motivation and mental focus, and access to resources pertaining to an abrupt transition to a virtual learning didactic seminar approach in March 2020. Methods: a voluntary, 18-question electronic survey was distributed to fourth-year dental students prior to graduation to assess perceptions of learning outcomes and preferences of a virtual seminar format relative to previous in-person didactic seminars experienced. Results: 34 of 80 dental students (42.5%) completed the electronic survey. Comfort and retention of concepts through virtual learning were reported ≥ by 91% and 85% of the respondents, respectively. Increased distractions and multitasking were reported with virtual learning in 56% and 71%, respectively. Desires to have all teaching conducted through virtual learning platforms was reported at 21%. Conclusions: the positive student responses obtained when comparing virtual to in-person seminars in the survey assessment demonstrates the long-term potential for such delivery modalities to be intentionally incorporated into an evolving predoctoral curriculum in a hybrid nature. Full article
14 pages, 551 KiB  
Article
Intention of Collaboration among Dental Students during the COVID-19 Pandemic
by Kyriaki Hadjichambi, Evie Georgiadou, Vasileios Margaritis and Maria Antoniadou
Dent. J. 2022, 10(3), 40; https://doi.org/10.3390/dj10030040 - 08 Mar 2022
Cited by 3 | Viewed by 2956
Abstract
Interpersonal communication skills (ICS) are crucial for effective dental practice and interprofessional collaboration. The current study aimed to assess the attitudes of Greek dental undergraduate students towards team working and their cooperation abilities during the COVID-19 pandemic. One-hundred and twenty-seven fourth-semester dental students [...] Read more.
Interpersonal communication skills (ICS) are crucial for effective dental practice and interprofessional collaboration. The current study aimed to assess the attitudes of Greek dental undergraduate students towards team working and their cooperation abilities during the COVID-19 pandemic. One-hundred and twenty-seven fourth-semester dental students (N1 = 127) out of 145 (N0) filled in the online survey placed on Google forms. The “Dental Students Cooperation Questionnaire” (DSC) consisted of 49 questions and was available for completion for one week during April 2020. Bivariate (ANOVA) and linear regression analysis of data revealed that mean scores of the questionnaire increased as the parents’ educational level also increased. Data analysis showed that dental students had the required ICS and the intention to collaborate with each other. Many participants managed to achieve group goals, were willing to support other members to fulfill the project’s goals, and there was no competition among them. They acknowledged the importance of feedback, the reward at the end of a group project and social media as a tool for teamworking communication. The students reported that the most important characteristics of an academic teacher were patience, willingness to cooperate, friendliness, politeness, willingness to help, accessibility and availability. It is suggested that group work should be included in the curriculum of dental schools to enhance the integration and evolution of students’ ICS, and the DSC questionnaire can be an effective tool to assess these skills. Full article
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10 pages, 1039 KiB  
Article
Factors Affecting Dental Students’ Comfort with Online Synchronous Learning
by David G. McMillan, Olivia R. Kalloo, Roberto A. Lara, Mariana Pavlova and Donna Kritz-Silverstein
Dent. J. 2022, 10(2), 26; https://doi.org/10.3390/dj10020026 - 12 Feb 2022
Cited by 5 | Viewed by 2651
Abstract
Background: The COVID-19 pandemic caused many universities to expand their use of videoconferencing technology to continue academic coursework. This study examines dental students’ experience, comfort levels, and preferences with videoconferencing. Methods: Of 100 s-year US dental students enrolled in a local anesthesia course, [...] Read more.
Background: The COVID-19 pandemic caused many universities to expand their use of videoconferencing technology to continue academic coursework. This study examines dental students’ experience, comfort levels, and preferences with videoconferencing. Methods: Of 100 s-year US dental students enrolled in a local anesthesia course, 54 completed a survey following an online synchronous lecture given in August 2020. Survey questions asked about prior experience with videoconferencing, comfort levels with online and traditional classes, and reasons for not turning on their video (showing their face). Results: Overall, 48.2% had little or no experience with videoconferencing prior to March 2020. Students were more comfortable with in-classroom parameters (listening, asking questions, answering questions, and interacting in small groups (breakouts)) than with online synchronous learning, although differences were not significant (p’s > 0.10). Regression analyses showed there were significant positive associations between videoconferencing experience and comfort with both answering questions and interacting in breakouts (B = 0.55, p = 0.04 and B = 0.54, p = 0.03, respectively). Students reported being more comfortable during in-classroom breakouts than in breakouts using videoconferencing (p = 0.003). Main reasons for students not turning on their cameras were that they did not want to dress up (48.1%), other students were not using their video features (46.3%), and they felt they did not look good (35.5%). Conclusions: Dental students were somewhat more comfortable with traditional in-person vs. online classroom parameters. Prior experience with videoconferencing was associated with increased comfort with synchronous learning, suggesting that after the pandemic, it may be beneficial to structure dental school curricula as a hybrid learning experience with both in-person and online synchronous courses. Full article
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Review

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11 pages, 569 KiB  
Review
Challenges and Opportunities for Dental Education from COVID-19
by Bolei Li, Lei Cheng and Haohao Wang
Dent. J. 2022, 10(10), 188; https://doi.org/10.3390/dj10100188 - 06 Oct 2022
Cited by 6 | Viewed by 2639
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 [...] Read more.
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. Full article
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