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Dental education profile in COVID ‐19 pandemic: A scoping review
Author(s) -
Di Carvalho Melo Larissa,
Bastos Silveira Bruna,
Amorim dos Santos Juliana,
Cena Jessica Alves de,
DaméTeixeira Nailê,
Martins Manoela Domingues,
De Luca Canto Graziela,
Guerra Eliete Neves Silva
Publication year - 2023
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.12798
Subject(s) - pandemic , covid-19 , betacoronavirus , psychology , coronavirus infections , medicine , virology , infectious disease (medical specialty) , outbreak , pathology , disease
This scoping review aimed to determine the frequency of different teaching methodologies, tools and platforms applied in dental education during the COVID‐19 pandemic. Materials and Methods The search strategy was performed in six databases and grey literature. A total of 28 questionnaire‐based studies were included, without language or time restriction, from 20 different countries. Results Six thousand five hundred sixty‐five participants were assessed: 84% undergraduates, 9% of faculty members, 5% of postgraduate students/residents/trainees and 2% of dental schools/residency programs. The pooled eligible data for teaching methodologies were 62% of a combination of different methods (95% CI, 35.5% to 82.3%), 23% a combination of synchronous and asynchronous formats (95% CI, 8.2% to 50.2%) and 15% for only synchronous lectures (95% CI, 4.3% to 42.2%). The reported tools were laptops (40%), smartphones (40%), tablets (40%), desktops (20%), Blackboard (20%), Respondus Lockdown Browser (20%), eProctor (20%) and PowerPoint (20%). The most used platforms were Zoom (70.6%), Microsoft Teams (23.5%) and Cisco Webex (23.5%). A better time management (17.9%; 95% CI, 7.9% to 35.6%) and the possibility of revision with additional notes (14.3%; 95% CI, 5.7% to 31.5%) was the greatest advantages related to dental e‐learning, while the increased levels of anxiety/stress/burnout/exhaustion (35.7%; 95% CI, 21% to 54.2%) and internet connection problems (35.7%; 95% CI, 21% to 54.2%) was the most cited disadvantages. Conclusion This scoping review showed promising blended teaching methodologies, tools and platforms in the dental education profile. The evidence suggests that e‐learning technologies can widely contribute to dental education during the COVID‐19 pandemic. Therefore, this study makes a major contribution to research by assessing the impact of COVID restrictions on dental education and further studies are needed to identify how restrictions in dental practice will affect future professionals.