Making of a “dental surgeon” in COVID-19 pandemic; a qualitative study exploring undergraduate dental students perspective
Background: The closure of educational institutes in Pakistan due to COVID-19 pandemic resulted in a spontaneous shift from traditional to digital teaching and learning. The present study explores the perception of undergraduate dental students regarding its advantages and limitations.
Methods: This qualitative study was conducted from December 2020 to February 2021. Utilizing non-probability sampling technique 12 students from three dental colleges of Rawalpindi participated in the study. Three focus group interviews, each with four students were carried out. Data was transcribed verbatim and thematic analysis done.
Result: The advantages include becoming a self-directed learner, ease and accessibility. The online teaching was perceived well and participants agreed it saved their time and enhanced time utility. However the challenges included technical issues, behavioral issues and learning compromised clinical skills. Students in their preclinical years were more satisfied with online teaching as compared to those in their clinical years.
Conclusion: The present study support the use of online teaching and learning. This mode of teaching allowed the continuation of medical and dental education during these uncertain times. Hence rigorous effects be made to maximize the promising potential benefits of online teaching. Reevaluating the dental curriculum, by incorporating online teaching within traditional dental education will strengthen the curricula and enable future dentist to have an impact in the community.
Keywords: COVID-19, Dental education, Dental students, Online teaching, Undergraduate
2. Dost S, Hossain A, Shehab M, Abdelwahed A, Al-Nusair L. Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students. BMJ open. 2020;10(11):e042378.
3. Sarwar H, Akhtar H, Naeem MM, Khan JA, Waraich K, Shabbir S, et al. Self-reported effectiveness of e-Learning classes during COVID-19 pandemic: A nation-wide survey of Pakistani undergraduate dentistry students. European Journal of Dentistry. 2020.
4. Meng L, Hua F, Bian Z. Coronavirus disease 2019 (COVID-19): emerging and future challenges for dental and oral medicine. Journal of dental research. 2020;99(5):481-7.
5. Iyer P, Aziz K, Ojcius DM. Impact of COVID‐19 on dental education in the United States. Journal of dental education. 2020;84(6):718-22.
6. Iqbal S, Shafiq A, Iqbal N. Perceptions of undergraduate dental students towards e-Learning in Lahore Medical and Dental College. Pak J Med Heal Sci. 2016;10(4):1191-3.
7. Mukhtar K, Javed K, Arooj M, Sethi A. Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan journal of medical sciences. 2020;36(COVID19-S4):S27.
8. Williams DE. The future of medical education: flipping the classroom and education technology. Ochsner Journal; 2016.
9. Schwartz AM, Wilson JM, Boden SD, Moore Jr TJ, Bradbury Jr TL, Fletcher ND. Managing resident workforce and education during the COVID-19 pandemic: evolving strategies and lessons learned. JBJS Open Access. 2020;5(2).
10. Tanveer M, Bhaumik A, Hassan S, Ul Haq I. Covid-19 pandemic, outbreak educational sector and students online learning in Saudi Arabia. Journal of Entrepreneurship Education. 2020;23(3):1-14.
11. Dyrbye L, Cumyn A, Day H, Heflin M. A qualitative study of physicians’ experiences with online learning in a masters degree program: Benefits, challenges, and proposed solutions. Medical teacher. 2009;31(2):e40-e6.
12. Bradbury NA. Attention span during lectures: 8 seconds, 10 minutes, or more? Advances in physiology education. 2016;40(4):509-13.
13. Artino Jr AR, La Rochelle JS, Dezee KJ, Gehlbach H. Developing questionnaires for educational research: AMEE Guide No. 87. Medical teacher. 2014;36(6):463-74.
14. Sethi A, Wajid A, Khan A. eLEARNING. The Professional Medical Journal. 2019;26(04):632-8.
15. Wu DT, Wu KY, Nguyen TT, Tran SD. The impact of COVID‐19 on dental education in North America—Where do we go next? European Journal of Dental Education. 2020;24(4):825-7.
16. Manusov V. A history of research on nonverbal communication: Our divergent pasts and their contemporary legacies. 2016.
17. Kim K-J, Jang HW. Changes in medical students’ motivation and self-regulated learning: a preliminary study. International journal of medical education. 2015;6:213.
18. Kiger ME, Varpio L. Thematic analysis of qualitative data: AMEE Guide No. 131. Medical teacher. 2020;42(8):846-54.
19. Abbasi S, Ayoob T, Malik A, Memon SI. Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pakistan Journal of Medical Sciences. 2020;36(COVID19-S4):S57.
20. Baig QA, Zaidi SJA, Alam BF. Perceptions of dental faculty and students of E-learning and its application in a public sector Dental College in Karachi, Pakistan. JPMA. 2019.
21. Suner A, Yilmaz Y, Pişkin B. Mobile learning in dentistry: usage habits, attitudes and perceptions of undergraduate students. PeerJ. 2019;7:e7391.
22. Memon AR, Rathore FA. Moodle and Online Learning in Pakistani Medical Universities: An opportunity worth exploring in higher education and research. J Pak Med Assoc. 2018;68(7):1076-8.
23. Ahmed MA, Jouhar R, Ahmed N, Adnan S, Aftab M, Zafar MS, et al. Fear and practice modifications among dentists to combat novel coronavirus disease (COVID-19) outbreak. International journal of environmental research and public health. 2020;17(8):2821.
24. Keis O, Grab C, Schneider A, Öchsner W. Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format. BMC medical education. 2017;17(1):1-8.
25. August JN, Boyd LD, Giblin-Scanlon L. Bridging the theory‐practice gap with dental hygiene instrumentation videos. Journal of dental education. 2018;82(9):961-7.
26. Crawford J, Butler-Henderson K, Rudolph J, Malkawi B, Glowatz M, Burton R, et al. COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching. 2020;3(1):1-20.
Copyright (c) 2021 Gulmina Saeed Orakzai, Munazza Gillani, Eruj Shuja, Anum Ashfaq, Rohina Ali, Sana Iqbal
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All research articles published in the Journal of Rawalpindi Medical College (JRMC) are fully open access: immediately freely available to read, download, and share. Copyrights of all articles published in JRMC are retained by the authors. First publication rights are granted to JRMC. The journal/publisher is not responsible for subsequent uses of the work.
All articles are published under the Creative Commons Attribution (CC BY-SA 4.0) license.