Academic performance and attitudes of dental students impacted by COVID-19.
attitudes
dental education
knowledge
practice academic test performance
Journal
Journal of dental education
ISSN: 1930-7837
Titre abrégé: J Dent Educ
Pays: United States
ID NLM: 8000150
Informations de publication
Date de publication:
Jul 2022
Jul 2022
Historique:
revised:
12
01
2022
received:
12
11
2021
accepted:
22
01
2022
pubmed:
3
2
2022
medline:
23
7
2022
entrez:
2
2
2022
Statut:
ppublish
Résumé
Previous studies only focused on attitudes and behaviors of US dental students without examining direct effects of the COVID-19 pandemic on academic performance. This study examined effects of COVID-19 pandemic on dental students' academic performance, self-reported attitudes, behavior, and service utilization. We hypothesized that the pandemic provided more beneficial learning environments. This mixed study design implemented a cross sectional survey with retrospective extraction of students' academic grades. A survey of 274 predoctoral students assessed self-reported attitudes/behaviors and service utilization. First year Doctor of Dental Medicine (DMD1) 2021-2024 students' academic performance data were extracted. Independent t-test and chi-square crosstab analyses were conducted assessing differences between pre-COVID and post-COVID cohorts. Participants' academic grades identified statistically significant associations between pre-/post-COVID grades in five of 12 DMD1 courses. Grade percentages identified increased average grades in four of 12 DMD1 courses, with one of 12 courses demonstrating decreased grade percentage. Half of survey participants were female (n = 37/72, 51.4%), 79.2% were 25-34 years old, and 44.4% (n = 32) were DMD 2024. About 1/5 (20.8%, n = 15) sought counseling/therapy. Students agreed staying home allowed more time to study (66.7%, n = 48), while 59.2% (n = 42) reported increased financial concerns. A majority reported lacking in-person group studying decreased performance, and 55.6% (n = 40) reported feeling depressed. Students performed better overall in courses delivered remotely with clinical application and team-based engagement. Students performed equally overall; however, the majority had concerns regarding finances, group studying, and mental health challenges. This highlights the need for more readily available resources at institutions.
Identifiants
pubmed: 35106782
doi: 10.1002/jdd.12897
pmc: PMC9015491
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
874-882Informations de copyright
© 2022 American Dental Education Association.
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