One year of COVID-19 pandemic: a cross sectional study on teaching oral and maxillofacial surgery.
COVID-19
Dental education
Digitalization
Pandemic
Survey
Journal
Head & face medicine
ISSN: 1746-160X
Titre abrégé: Head Face Med
Pays: England
ID NLM: 101245792
Informations de publication
Date de publication:
18 Dec 2021
18 Dec 2021
Historique:
received:
21
09
2021
accepted:
09
12
2021
entrez:
19
12
2021
pubmed:
20
12
2021
medline:
22
12
2021
Statut:
epublish
Résumé
The pandemic has challenged educational institutions to catalyze digitalization and rapidly develop online teaching formats. The aim of the study was to evaluate the teaching offered for oral and maxillofacial surgery at our university during the pandemic and to investigate the students' perceptions of the current situation. A 38-item questionnaire with five sections (demographic information, lectures, internships, e-learning, and pandemic-related solutions/effects) was created online. Most questions were answered on a 10-point Likert scale, with 1 indicating "fully agree/positive" and 10 indicating "totally disagree/negative." The remaining questions were either answered with yes/no, percent value, or open-ended text responses. All 3rd-5th year dental students were invited to voluntarily participate and were sent a link by email in a general mail shot. A total of 63.7% of the participants had no prior experience with online courses before the pandemic. The students stated that the change from face-to-face to online teaching worked very well in the last two semesters (mean = 2.73, standard deviation = 2.05). Overall, the pandemic had a rather positive influence on the acquisition of theoretical skills and a negative influence on the acquisition of practical skills (p < 0.0001). The evaluation showed that, compared to other dental clinics at our university, the department for oral and maxillofacial surgery was well prepared for the pandemic. Digitalization of oral and maxillofacial surgery teaching in dental education is possible but depends on the institution's preparatory work and technological possibilities. The students declared a high acceptance of digital learning formats and indicated an increased motivation to learn due to e-learning. The pandemic's influence on the students' education was rated ambivalent.
Sections du résumé
BACKGROUND
BACKGROUND
The pandemic has challenged educational institutions to catalyze digitalization and rapidly develop online teaching formats. The aim of the study was to evaluate the teaching offered for oral and maxillofacial surgery at our university during the pandemic and to investigate the students' perceptions of the current situation.
METHODS
METHODS
A 38-item questionnaire with five sections (demographic information, lectures, internships, e-learning, and pandemic-related solutions/effects) was created online. Most questions were answered on a 10-point Likert scale, with 1 indicating "fully agree/positive" and 10 indicating "totally disagree/negative." The remaining questions were either answered with yes/no, percent value, or open-ended text responses. All 3rd-5th year dental students were invited to voluntarily participate and were sent a link by email in a general mail shot.
RESULTS
RESULTS
A total of 63.7% of the participants had no prior experience with online courses before the pandemic. The students stated that the change from face-to-face to online teaching worked very well in the last two semesters (mean = 2.73, standard deviation = 2.05). Overall, the pandemic had a rather positive influence on the acquisition of theoretical skills and a negative influence on the acquisition of practical skills (p < 0.0001). The evaluation showed that, compared to other dental clinics at our university, the department for oral and maxillofacial surgery was well prepared for the pandemic.
CONCLUSION
CONCLUSIONS
Digitalization of oral and maxillofacial surgery teaching in dental education is possible but depends on the institution's preparatory work and technological possibilities. The students declared a high acceptance of digital learning formats and indicated an increased motivation to learn due to e-learning. The pandemic's influence on the students' education was rated ambivalent.
Identifiants
pubmed: 34922586
doi: 10.1186/s13005-021-00304-z
pii: 10.1186/s13005-021-00304-z
pmc: PMC8683806
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
51Informations de copyright
© 2021. The Author(s).
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