Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students’ Perspective
BackgroundCOVID-19’s high transmissibility led to gathering restrictions where dental schools experienced disruptions due to restrictions on attending in-person lectures and limitations placed on applied preclinical and clinical activities. Students not only had to rapidly sw...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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JMIR Publications
2023-11-01
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| Series: | JMIR Formative Research |
| Online Access: | https://formative.jmir.org/2023/1/e45311 |
| _version_ | 1797633682712821760 |
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| author | Xi Yue Zhang Anelyse Arata Found Sheila Butler |
| author_facet | Xi Yue Zhang Anelyse Arata Found Sheila Butler |
| author_sort | Xi Yue Zhang |
| collection | DOAJ |
| description |
BackgroundCOVID-19’s high transmissibility led to gathering restrictions where dental schools experienced disruptions due to restrictions on attending in-person lectures and limitations placed on applied preclinical and clinical activities. Students not only had to rapidly switch to digital technology-based learning (TB-learning) modules but also experienced high levels of social isolation and anxiety around virus transmission.
ObjectiveThis study aims to evaluate the preclinical students’ perception of switching TB-learning modules amidst the COVID-19 pandemic, identifying which module parameters were associated with strong student outcomes.
MethodsA web-based survey of 39 Likert scale questions was delivered to preclinical dental students (Western University) to evaluate students’ perceptions concerning TB-learning, fear amidst the COVID-19 pandemic, and the impact on their preclinical training. A Spearman rank correlation coefficient was determined to estimate the relationship between 2 variables in isolation (P=.01). An ordinal regression analysis was performed on variables of interest to determine how module variables (typically within the instructor’s control) influenced the student outcomes (P=.05).
ResultsThe response rate was 30% (n=39). TB-learning was considered vital (34/39, 87.2%) as the students’ education improved (18/39, 46.2%). However, 53.8% (n=21) of students showed increased difficulties in retaining, visualizing, or understanding the materials using TB-learning, and 64.1% (n=25) found it more difficult to concentrate than in in-person classes. In total, 79.5% (n=31) of students showed different levels of agreement about feeling fatigued from TB-learning. Through Spearman ρ correlation analysis, the quality of questions in quizzes (ρ=0.514; P<.001), relevant handouts (ρ=0.729; P<.001), and high-quality audiovisuals (ρ=0.585; P<.001) were positively correlated with students responding that the modules were useful to preclinical training. Similarly, good organization (ρ=0.512; P<.001), high-quality questions in quizzes (ρ=0.431; P=.01), and relevant handouts (ρ=0.551; P<.001) were positively correlated with web-based classes as an effective way to learn. In total, 91.6% (n=36) of the students agreed that COVID-19 was a dangerous disease, whereas 53.8% (n=21) showed different levels of agreement that they were afraid to be infected personally, and 69.2% (n=27) feared passing COVID-19 along to family and friends. A total of 82.1% (n=32) of the students showed that COVID-19 impacted their overall learning process and had a negative impact on their practical preclinical training (31/39, 79.5%).
ConclusionsThe students found a difference between TB-learning and face-to-face learning methods, where the students perceived fatigue toward the web-based method with difficulty concentrating and visualizing the subject. Moreover, there was a consensus that COVID-19 itself affected the students’ overall learning process and preclinical training. As dental schools continue implementing TB-learning into their curriculum, this investigation identifies the students’ struggles with the paradigm shift. In an effort to improve TB-learning, this work highlights 4 variables (organization, quizzes, quality handouts, and quality audiovisuals) within the control of instructors that can help improve content deliverance, improving the students’ experience. |
| first_indexed | 2024-03-11T11:57:20Z |
| format | Article |
| id | doaj.art-f492a4168e5e40a0930795cbc6ca68cd |
| institution | Directory Open Access Journal |
| issn | 2561-326X |
| language | English |
| last_indexed | 2024-03-11T11:57:20Z |
| publishDate | 2023-11-01 |
| publisher | JMIR Publications |
| record_format | Article |
| series | JMIR Formative Research |
| spelling | doaj.art-f492a4168e5e40a0930795cbc6ca68cd2023-11-08T14:00:37ZengJMIR PublicationsJMIR Formative Research2561-326X2023-11-017e4531110.2196/45311Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students’ PerspectiveXi Yue Zhanghttps://orcid.org/0000-0003-3819-5344Anelyse Arata Foundhttps://orcid.org/0000-0003-2299-0298Sheila Butlerhttps://orcid.org/0000-0002-5397-9051 BackgroundCOVID-19’s high transmissibility led to gathering restrictions where dental schools experienced disruptions due to restrictions on attending in-person lectures and limitations placed on applied preclinical and clinical activities. Students not only had to rapidly switch to digital technology-based learning (TB-learning) modules but also experienced high levels of social isolation and anxiety around virus transmission. ObjectiveThis study aims to evaluate the preclinical students’ perception of switching TB-learning modules amidst the COVID-19 pandemic, identifying which module parameters were associated with strong student outcomes. MethodsA web-based survey of 39 Likert scale questions was delivered to preclinical dental students (Western University) to evaluate students’ perceptions concerning TB-learning, fear amidst the COVID-19 pandemic, and the impact on their preclinical training. A Spearman rank correlation coefficient was determined to estimate the relationship between 2 variables in isolation (P=.01). An ordinal regression analysis was performed on variables of interest to determine how module variables (typically within the instructor’s control) influenced the student outcomes (P=.05). ResultsThe response rate was 30% (n=39). TB-learning was considered vital (34/39, 87.2%) as the students’ education improved (18/39, 46.2%). However, 53.8% (n=21) of students showed increased difficulties in retaining, visualizing, or understanding the materials using TB-learning, and 64.1% (n=25) found it more difficult to concentrate than in in-person classes. In total, 79.5% (n=31) of students showed different levels of agreement about feeling fatigued from TB-learning. Through Spearman ρ correlation analysis, the quality of questions in quizzes (ρ=0.514; P<.001), relevant handouts (ρ=0.729; P<.001), and high-quality audiovisuals (ρ=0.585; P<.001) were positively correlated with students responding that the modules were useful to preclinical training. Similarly, good organization (ρ=0.512; P<.001), high-quality questions in quizzes (ρ=0.431; P=.01), and relevant handouts (ρ=0.551; P<.001) were positively correlated with web-based classes as an effective way to learn. In total, 91.6% (n=36) of the students agreed that COVID-19 was a dangerous disease, whereas 53.8% (n=21) showed different levels of agreement that they were afraid to be infected personally, and 69.2% (n=27) feared passing COVID-19 along to family and friends. A total of 82.1% (n=32) of the students showed that COVID-19 impacted their overall learning process and had a negative impact on their practical preclinical training (31/39, 79.5%). ConclusionsThe students found a difference between TB-learning and face-to-face learning methods, where the students perceived fatigue toward the web-based method with difficulty concentrating and visualizing the subject. Moreover, there was a consensus that COVID-19 itself affected the students’ overall learning process and preclinical training. As dental schools continue implementing TB-learning into their curriculum, this investigation identifies the students’ struggles with the paradigm shift. In an effort to improve TB-learning, this work highlights 4 variables (organization, quizzes, quality handouts, and quality audiovisuals) within the control of instructors that can help improve content deliverance, improving the students’ experience.https://formative.jmir.org/2023/1/e45311 |
| spellingShingle | Xi Yue Zhang Anelyse Arata Found Sheila Butler Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students’ Perspective JMIR Formative Research |
| title | Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students’ Perspective |
| title_full | Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students’ Perspective |
| title_fullStr | Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students’ Perspective |
| title_full_unstemmed | Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students’ Perspective |
| title_short | Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students’ Perspective |
| title_sort | effects of distance learning strategies in dental fixed prosthodontics amidst the covid 19 pandemic cross sectional questionnaire study on preclinical dental students perspective |
| url | https://formative.jmir.org/2023/1/e45311 |
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