International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

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 Volume 9, Issue 11 (November 2022), Pages: 77-83

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 Original Research Paper

 A radical change in the dental education model in the COVID-19 pandemic

 Author(s): Ayoub Alzunaydi 1, Ahmed Altuwalah 2, Smita Singh Bhardwaj 3, Atul Bhardwaj 4, *, Mohammed Abdulmohsen Ali Alyousif 5, Yazeed Ayad I. Alharbi 5, Mohammed Abdallah Almana 5

 Affiliation(s):

 1Department of Prosthodontics, College of Dentistry, University of Florida, Gainesville, FL 32610, USA
 2Department of Restorative Dental Sciences, College of Dentistry, Majmaah University, Al Majmaah, 11952, Saudi Arabia
 3Department of Preventive Dental Science, Pediatric Dentistry, College of Dentistry, Majmaah University, Al Majmaah, 11952, Saudi Arabia
 4Department of Prosthodontics, College of Dentistry, Majmaah University, Al Majmaah, 11952, Saudi Arabia
 5College of Dentistry, Majmaah University, Al Majmaah, 11952, Saudi Arabia

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 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-9455-4703

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2022.11.009

 Abstract:

The present cross-sectional, observational study was done to assess the new norms of dental education, its effect on the students, and awareness in the post-COVID-19 era. Every question had 2 options- after complete lockdown and after partial lockdown. A higher percentage of the students believed that quarantine during the lockdown enhanced their collaboration with their fellow students. 60.7 % of the students during the complete lockdown and 76.9% during the partial lockdown, felt more motivated by the distant technology-dependent model of education. Students during the complete lockdown (69.20%) and partial lockdown (69.50%) felt that online group discussion and discussion of clinical-based case scenarios had an enhancing effect on their learning. Dental students (67%) in the complete lockdown and 75.70% in the partial lockdown felt comfortable with the e-learning. During the complete lockdown, 57.9% of the subjects were not confident in the clinical skills acquired, whereas during the partial lockdown only 38.2% were not confident in the clinical skills acquired. Mean scores for dental education, clinical readiness, and self-preparedness were higher after the partial lockdown as compared to the complete lockdown. However, the self -preparedness was more after the partial lockdown as compared to the complete lockdown. Dental colleges have to deal with e-learning methods being developed all of a sudden due to the pandemic. However, there are still problems with online learning and teaching that can be improved with the help of a supportive administration and tutors recording of learning videos as well as proper training of the staff and students.

 © 2022 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: COVID-19, Dental education, E-learning, Problem-based learning

 Article History: Received 1 April 2022, Received in revised form 26 July 2022, Accepted 28 July 2022

 Acknowledgment 

The authors would like to thank the Deanship of scientific affairs, Majmaah university for supporting this work.

 Compliance with ethical standards

 Ethical consideration: 

This research has been conducted in accordance with the World Medical Association Declaration of Helsinki. It has been approved by the Institutional Review Board of Majmaah University (MUREC- Apr.l7 /COM'2022/33-1).

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Alzunaydi A, Altuwalah A, Bhardwaj SS, Bhardwaj A, Alyousif MAA, Alharbi YAI, and Almana MA (2022). A radical change in the dental education model in the COVID-19 pandemic. International Journal of Advanced and Applied Sciences, 9(11): 77-83

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 Tables

 Table 1 Table 2 Table 3 Table 4

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