IADR Abstract Archives
Frontline teaching approaches during the COVID-19 pandemic
Objectives: The impact of SARS-CoV-2 (COVID-19) on dental undergraduate education led to swift adoption of a variety of alternative teaching methods and a notable decrease in clinical exposure. Pre-existing limitations in clinical experience were intensified by infection precautions. Recognising effective practices can transform undergraduate programmes, enriching limited traditional clinical education opportunities. Our main aim was to use a scoping review to identify from published literature the educational methods employed globally during the COVID-19 pandemic, to explore stakeholders perceptions of their of their use, and to identify potential future good practise.
Methods: Scoping review methodology was used to select and analyse 63 articles based on frontline dental education approaches during the COVID-19 pandemic published between 2019 and 2022.
Results: Dental education rapidly transitioned to total online learning for theoretical and clinical aspects. A shift to hybrid models followed, employing advanced virtual techniques for theory and in-person clinical training in laboratories and limited patient settings as restrictions eased. Students valued self-directed virtual methods but were concerned about reduced practical training. Hands-on mannequins and patient interactions remained preferable for clinical skill acquisition. Interactive online and in-person activities were highly valued for engagement and feedback, while case-based learning enhanced critical thinking. Virtual exams were accepted for communication and theory evaluation, though in-person assessments were favoured for clinical skills. Teaching staff highlighted the desire for additional IT related training and the development of existing IT infrastructure. Both teachers and learners endorsed blended approaches, combining in-person and virtual methods, for optimised clinical learning exposure.
Conclusions: Undergraduate programmes should devise hybrid programmes that harnesses the educational efficacy and technological benefits of both virtual and in-person approaches amidst reduced clinical exposure. This approach ensures that dental graduates attain essential knowledge, competence, and readiness for autonomous practice
Methods: Scoping review methodology was used to select and analyse 63 articles based on frontline dental education approaches during the COVID-19 pandemic published between 2019 and 2022.
Results: Dental education rapidly transitioned to total online learning for theoretical and clinical aspects. A shift to hybrid models followed, employing advanced virtual techniques for theory and in-person clinical training in laboratories and limited patient settings as restrictions eased. Students valued self-directed virtual methods but were concerned about reduced practical training. Hands-on mannequins and patient interactions remained preferable for clinical skill acquisition. Interactive online and in-person activities were highly valued for engagement and feedback, while case-based learning enhanced critical thinking. Virtual exams were accepted for communication and theory evaluation, though in-person assessments were favoured for clinical skills. Teaching staff highlighted the desire for additional IT related training and the development of existing IT infrastructure. Both teachers and learners endorsed blended approaches, combining in-person and virtual methods, for optimised clinical learning exposure.
Conclusions: Undergraduate programmes should devise hybrid programmes that harnesses the educational efficacy and technological benefits of both virtual and in-person approaches amidst reduced clinical exposure. This approach ensures that dental graduates attain essential knowledge, competence, and readiness for autonomous practice