Impact of E-Learning and Predictable Practical Learning Expectations During the Covid-19 Pandemic on Dental Graduates

ABSTRACT

Background:

Dental education is facing hitherto unheard-of difficulties as a result of the COVID-19 epidemic, which calls for quick adaption to remote learning methods. The purpose of this study was to look at how dental graduates were affected by the COVID-19 epidemic and the effects of e-learning and predictable practical learning expectations.

Methods:

Data from dental college graduates were gathered using a mixed-methods approach that included questionnaires and interviews. While surveys evaluated e-learning’s perceived efficacy, obstacles faced, and levels of satisfaction, interviews offered a deeper look into the opinions and experiences of participants.

Findings:

Graduates in dentistry expressed great satisfaction and perceived efficacy with e-learning platforms. Nevertheless, difficulties were faced, such as inadequate practical expertise and technological obstacles. Expectations related to practical learning, such as training predictability and availability of clinical resources, markedly declined throughout the epidemic.

Conclusion:

In summary, the results underscore the intricate relationship among e-learning, realistic learning objectives, and the difficulties encountered by recent dentistry graduates during the COVID-19 epidemic. Assuring thorough dentistry education in the post-pandemic period requires a hybrid strategy that incorporates virtual and practical learning modalities.

INTRODUCTION

The COVID-19 epidemic has caused previously unheard-of disruptions in a number of industries, including education. Dental education, which places a strong focus on hands-on instruction and clinical practice, experienced particular difficulties during this period. The adoption of social distance policies and limitations on in-person activities forced dentistry universities throughout the globe to quickly transition to remote learning modes. This change not only made the use of e-learning platforms necessary but also set clear expectations for dental graduates’ practical learning.[1,2,3,4] As a result, questions concerning the effectiveness and caliber of dental education have been raised by the switch to virtual classes and the reduction of practical training. It is critical to comprehend how these developments have affected dental graduates to influence future educational initiatives and guarantee the continuing competence of dental practitioners.[4,5,6] This study aimed to look into how recent dental graduates experienced the shift to online learning and how they perceived the consistent practical learning requirements put in place during the COVID-19 epidemic. This study adds to the growing body of knowledge on healthcare education resilience in the face of global crises by analyzing the drawbacks, advantages, and overall efficacy of remote learning in dentistry education.

MATERIALS AND METHODS

To find out how e-learning and consistent practical learning objectives affected dentistry graduates, a mixed-methods approach was used. A survey tool was created to evaluate a number of facets of online learning experiences, such as perceived efficacy, difficulties faced, and satisfaction levels. Dental college graduates who graduated in the past were given the survey electronically; participation was entirely voluntary. To get deeper insights into a subset of participants’ experiences and perceptions, semi-structured interviews were also carried out with them. The purpose of the interview procedure was to examine certain issues, advantages, and suggestions pertaining to remote learning. It was created based on themes found in the survey replies. Data were gathered over a predetermined time period, and to maintain confidentiality, answers were anonymized. While qualitative insights from the interviews were thematically analyzed to uncover important themes and patterns, quantitative data from the surveys were analyzed using descriptive statistics.

RESULTS

In total, 150 dental college graduates participated in this study. The e-learning experience of dentistry graduates is summed up in Table 1. The average results show that users of e-learning platforms were generally satisfied (4.2 out of 5) and viewed them to be successful (4.5 out of 5). With a mean score of 3.8 out of 5, participants did, however, report facing a variety of difficulties, indicating that there is still an opportunity for progress in addressing the issues related to distance learning.

Table 1.

Summary of e-learning experience among dental graduates

Aspect	Mean Score (SD)
Satisfaction Level	4.2 (0.8)
Perceived Effectiveness	4.5 (0.7)
Challenges Encountered	3.8 (0.9)

The expectations for practical learning before and during the epidemic are shown in Table 2. The mean scores dropped from 4.6 to 3.2 (P < 0.001), indicating a substantial decline in the predictability of training throughout the epidemic. Similarly, there was a significant drop in the mean ratings for access to clinical resources, which went from 4.8 to 3.5 (P < 0.001). These results demonstrate the significant influence of the epidemic on hands-on learning opportunities, highlighting the difficulties dental graduates encounter in gaining access to necessary resources and preserving consistency in their education.

Table 2.

Comparison of practical learning expectations before and during the pandemic

Aspect	Before Pandemic	During Pandemic	P
Predictability of Training	4.6 (0.6)	3.2 (0.9)	<0.001
Access to clinical resources	4.8 (0.5)	3.5 (0.8)	<0.001

DISCUSSION

The results of this study provide insights into how dental graduates were affected by the COVID-19 epidemic and the effects of e-learning and consistent practical learning requirements. In addition to comparing these results with other research, here we explore the ramifications of these findings and provide suggestions for improving dentistry education despite persistent obstacles.

Previous research emphasizing the potential benefits of virtual learning in dentistry education is consistent with the high levels of satisfaction and perceived effectiveness indicated by dental graduates regarding e-learning platforms. Despite the disruption created by the epidemic, students may access instructional resources remotely because of the flexibility and ease of online platforms, which promote ongoing learning.[1,2,3] It is important to recognize the obstacles faced by the participants, such as technical hindrances, restricted practical exposure, and less communication with educators and fellow students.

The pandemic’s observation of a decline in clinical resource accessibility and training predictability highlights the vital role that hands-on learning plays in dentistry education. Dental graduates need practical experience to build their clinical skills and confidence.[4,5,6] Students’ readiness for clinical practice may be impacted by the sudden shift to remote learning, which has deprived them of crucial clinical experiences. Furthermore, the difficulties in obtaining clinical materials from a distance may make it more difficult for students to put their academic knowledge to use in practical situations.

It is clear from comparing current results with previous research that the COVID-19 epidemic has made already existing gaps in dental education worse. Virtual learning can be innovative and flexible, but technology can never completely replace in-person instruction in dentistry programs.[6,7,8] To guarantee that dental graduates receive thorough training, dental education institutions must implement a hybrid strategy that incorporates both virtual and practical learning modalities. Prioritizing practical experiences while utilizing technology to enhance theoretical training and promote active learning are key components of this hybrid strategy.

The current study also emphasizes the necessity of continuous assistance and resources to enable efficient e-learning and hands-on training. It is recommended that dental education establishments make investments in technology and infrastructure to improve their virtual learning environments and guarantee a smooth transition from theory to practice. Programs for faculty development should also be put in place to give teachers the abilities and knowledge needed to successfully support remote learning. To meet the changing demands of dentistry education in the middle of the pandemic, cooperation between dental colleges, regulatory agencies, and healthcare facilities is crucial.

CONCLUSION

Conclusively, the results of this investigation highlight the intricate relationship among e-learning, consistent practical learning requirements, and the difficulties encountered by dentistry graduates amidst the COVID-19 epidemic. Virtual learning may be flexible and continuous, but it cannot completely replace in-person instruction in dentistry school. To guarantee thorough training for dental graduates, dental education institutions must adopt a hybrid approach going ahead that combines virtual and hands-on learning modalities. Dental education may adapt and flourish in the face of persistent obstacles by placing a high priority on faculty development, collaborative collaborations, and student assistance.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.