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When e‐learning takes centre stage amid COVID‐19: Dental educators' perspectives and their future impacts
Author(s) -
Goh Charlene E.,
Lim Li Zhen,
Müller Andre M.,
Wong Mun Loke,
Gao Xiaoli
Publication year - 2022
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/eje.12727
Subject(s) - curriculum , medical education , thematic analysis , psychology , pandemic , modalities , covid-19 , qualitative research , medicine , pedagogy , sociology , social science , disease , pathology , infectious disease (medical specialty)
The COVID‐19 pandemic has necessitated an unprecedented shift from face‐to‐face teaching to e‐learning. Previous surveys revealed the negative impact of COVID‐19 on dental education and the physical and psychological well‐being of dental students. This qualitative study aimed to investigate the perspectives of dental educators towards e‐learning during the pandemic and the impact of this experience on their future adoption of e‐learning. Materials and Methods Semi‐structured interviews with dental educators from the National University of Singapore were conducted over Zoom. Audio recordings were transcribed verbatim and subjected to thematic analysis. Data saturation was reached. Consolidated criteria for reporting qualitative research (COREQ) was followed. Results Fifteen out of 22 (68%) eligible dental educators were interviewed. Educators had minimal prior e‐learning experience. They encountered difficulties in engaging students, assessing students' understanding and adapting their teaching. A practical challenge was to ensure the well‐rounded training of competent dentists with adequate patient‐interaction skills through e‐learning. Self‐motivation of the audience, class size, type of teaching and complexity of the material were perceived as factors influencing the suitability of the e‐learning format. Educators reported an increased confidence after this emergency e‐learning experience. Some considered sustaining or expanding e‐learning in their future teaching practice and highlighted the need for continued investment and institutional support, training on the pedagogy of e‐learning modalities and curriculum redesign to accommodate blended learning approaches. Conclusions Although the shift to e‐learning during the COVID‐19 pandemic presented a myriad of challenges, dental educators gained experience and confidence which may accelerate the pace of future e‐learning adoption and innovation.