|Year : 2021 | Volume
| Issue : 1 | Page : 4-7
Effective teaching methodologies in dental education during the COVID-19 pandemic: A brief review
Department of Oral Medicine and Radiology, R.R. Dental College and Hospital, Udaipur, Rajasthan, India
|Date of Submission||13-Jan-2021|
|Date of Decision||29-Jan-2021|
|Date of Acceptance||05-Feb-2021|
|Date of Web Publication||9-Mar-2021|
Department of Oral Medicine and Radiology, R.R. Dental College and Hospital, Udaipur, Rajasthan
Source of Support: None, Conflict of Interest: None
The coronavirus (COVID-19), which evokes diverse response methods worldwide, has challenged health professionals and dentists. This article would explore possibilities for the effects of the epidemic on dental instruction and its methodologies. This is carried out by a detailed review of the literature available on the related aspects of the field. Although the COVID-19 pandemic has caused many problems in clinical dentistry, the opportunity to modernize methods is given to dental educators and adequate pedagogy with the use of modern technology concepts and online networking and the use of learning. In addition, the COVID-19 crisis revealed a significant underestimation of the role of e-oral health education and services facilities and advanced technologies, as well as teledentistry.
Keywords: COVID-19, dental education, dental public health, dentistry, e-oral health
|How to cite this article:|
Vyas T. Effective teaching methodologies in dental education during the COVID-19 pandemic: A brief review. J Prim Care Dent Oral Health 2021;2:4-7
|How to cite this URL:|
Vyas T. Effective teaching methodologies in dental education during the COVID-19 pandemic: A brief review. J Prim Care Dent Oral Health [serial online] 2021 [cited 2021 Oct 24];2:4-7. Available from: http://www.jpcdoh.org/text.asp?2021/2/1/4/310948
| Introduction|| |
The COVID-19 disease was originally established in Wuhan, China, in December 2019. In these last few months, it has spread to many countries worldwide. Different nations have developed various types of quarantines which have affected employment, freedom of movement, business, and in particular education and have disrupted many ordinary routines.
| Challenges and Impact on Dental Education|| |
Shortly after the need for “internal distancing” was declared and all face-to-face encounters, such as education and training schedules were minimized, there was an immediate effect of COVID-19 on dental education as a result of the significant pandemic impact very early., The challenges facing dental education include locks in preclinics and clinics, limitation of students lack of access to clinical education and no care available for patients in faculty clinics. This list of concerns includes millions of income losses, economic uncertainty, collapsing research programs and grants, termination of university conferences, ceremonies for graduation and convening ceremonies and drastic changes in the projects. In addition to the impact of COVID-19 on the recruiting of new academics and scientists, psychology affects students and faculty. While global dental schools have many similarities to handle the pandemic from an academic perspective, nations vary between national agency policies and guidance, infection degree, and access to faculties and other sources. This pandemic however has created a variety of academic strategies for preserving guidance within dental faculties throughout the academic year. Since dentistry is predominantly a medical practice specialty, the use of interactive learning techniques remains a challenge for universities worldwide. However, researchers use virtual simulation approaches and applications for online learning. Dental education is in reality a vital career that calls for significant training by educators not only in the different disciplinary specialties but also with particular methodologies of teaching and learning. Both dental schools and postgraduate teachers then stopped their regular face-to-face instruction, practical laboratory education, and supervised clinical training. Through online papers, interactive seminars, problem solving sessions, webinars, and computer-based tests, they required alternative methods to be provided by presentations, evaluations, and teaching. Students need highly preclinical and clinical training as it is during this process that students will learn different manual and cognitive skills which will enable them to join.
| Blended Learning|| |
This education integrates the physical presence of an instructor and student with some aspect of student supervision over time, location, direction or speed, known as blended learning. This combines online educational, materials, and possibilities for online engagement with the conventional classroom methods. While students still attend “brick-and-mortar” schools with a professor at hand, face-to-face lessons are paired with computer-mediated content and distribution activities. In professional development and training, blended learning is also used. Blended learning is extremely context-dependent and often difficult to understand uniformly. Some studies have argued that the lack of consensus on a hard concept of mixed learning has led to research problems about its performance. A well-identified combined research in 2013 is a mixture of online and in-person delivery, which essentially substitutes some of the time spent online instead of supplementing it In order to achieve a 2015 meta-analysis, which traditionally reviewed an extensive review of evidence-based studies in relation to blended learning, a commonality was developed in defining it.
It can be classified mainly into two category:
Is defined as First of all, in case of oral medicine and radiology, we should follow software. Instead, learning experiences in digital and online can also be coordinated, such as educational visual conferences, interactive webinars, online conversations and simulcast, teaching, and education where distant students communicate with wealthy and synchronized media technologies such as movies, the web, and the online world.,
Student can attends anywhere, anytime using the live class feature. Live audio and video chat or text chat during a class. It is mobile friendly application and virtual application, for example, we can use this in cone-beam computed tomography classes.
Real time technology or communication, it charges mostly but not costly. Team can collaborate and go through and easy to navigate and intuitive user interface videos. This platform allows for meeting, discussion, and sharing of media.
PearDeck is an interactive platform for communicating individual and social education to students actively. Teachers build shows with their Google Drive account.
The general term asynchronous learning is used to describe educational, educational and learning forms which do not occur at the same location, or concurrently. The word most widely used in different ways to learn digital and online, in which students are not delivered in person or in real time, such as pregrabbed video lessons and game-based learning activities that the students themselves complete. However, asynchronous learning may include a variety of interactions between teachers, online discussion boards, and course management systems, which coordinate teaching materials and communication among a variety of other people.
Instruction post a topic and learner reply to discussion. Post 2 or 3 open engages learner in a constructive discussion.
For example, MPDS treatment resources, we can form a student 10–20 and make about 3 groups and have group discussion in this Goggle group and doc application.
Padlet is a multifunctional on-line newsletter board. You can register free of charge. However, before you need upgrades to a mensual or annual subscription, you can only make three adlets. Teachers will have a free trial of 30 days before the monthly or annual package is upgraded. It is formative assessment. It can be on the wall U. G and P. G padlets.
Videos and demonstration
Introduction of new topic. Reinforcement supporting existing learning content. Record your demonstration as video clip or develops a document with step-by-step illustration.
It is useful for extracting and emphasizes the activities, findings, and assumptions. “Interesting” is a presenter and observer. While the art of storytelling is a statement, it also highlights, for example, OPG ppt. share with student.
Moovly provides a cloud based multimedia platform for users to create and generate animated images, video presentations, animated graphics, and any other content that incorporates animation and movement graphics. Download or upload final videos on different video sites or as an MP4.
FlexClip is an easy to use and video creator that allows us in a matter of seconds to create professional-looking videos, whether it is advertising videos, real estate videos, tutorial videos, business videos, or personal life videos. In one single video, combine or merge multiple videos and pictures.
Edpuzzle is a method used to put interactive contents in video from a number of outlets, including TED, YouTube, and videos. You can browse to Edpuzzle.com to build an Edpuzzle account. Click the button “Start Teacher Now.”
Student properly present topic and then respond to question.
A Voice Thread is a multimedia shared slide show that holds pictures, documents, and videos and enables people to use voice (microphone), text, audio file or video, to navigate slides and to comment in five different ways (via a webcam).
Flipgrid is a platform that provides teachers with the ability to create “grids” for video discussions. Every grid is a message board in which students can ask questions and post video answers on a tiled grid display. Each grid is like a message.
| Psychological Impact of COVID-19 on Dental Students|| |
It is important to remember that students will suffer from depression during the COVID-19 crisis and be negatively affected by the concern that the virus will infect them. Consequently, the need for advice and psychological support should rise after the COVID-19 pandemic. Dental students were inevitably anxious about the high viral exposure to the first-line medical staff, particularly doctors and medical students, involved in the incidences of diseases and death. Many dental students and the dental staff have been exposed to the high number of patients.
| Impact of COVID-19 on Dental Research|| |
The suspension of most laboratory-based dental research and postgraduate research projects was inevitable due to compulsory governmental and institutional policies restricting non-essential research. Some dental researchers therefore have shifted their attention to off-campus and electronic studies, such as literature reviews and online surveys. However, several COVID-19 and related dental issues have been initiated in research projects.
| Possible Positive Impact of COVID-19|| |
There has been a significant increase in foreign and nationwide interactions among universities and a growing cooperation. Professors of dentistry work in medical science and in very cost-effective small hospitals and companies. Equipment. And facilities. And service. The health and well-being contributions they make are important to both the community and the entire economy. The Internet can be a powerful resource for reaching millions of people in different geographic regions, acting as a motor for continuous education, oral care and economic stimulus, organize students, educators and workers both domestically and globally, and contribute to the prosperity of companies and companies. During this phase of isolation COVID-19, dentists and dental practitioners should maintain theory. These are all essential factors in the interests of the peoples and economies of the world: Innovation collaborations, implementation, or use for emerging technologies in academic institutions, combined with startups and initiatives of students. The pandemic's consequences are strong and will change the way future dentists are forever educated.
| Challenges-Measures|| |
- Poor technical skills-sensitization of faculty and student required
- Motivation-Motivate faculty and students
- High level technology
- High level infrastructure-good internet connection-Need supplement RB/instructional strategies.
| Importance of Family Medicine in COVID-19 Outbreak|| |
Family physician was once the cornerstone of medical care and clinical practice. A family practitioner is responsible for the provision of quality medical services and has a wide variety of skills. Within primary care, the COVID-19 pandemic is a major challenge and requires family physician to be up-to-date, prevention measures, current epidemiological trends, and available treatment modes that advise their patients and explain the immediate concerns of other care providers., Other areas that may need attention at the same time are social harmony, political unpredictability, economic downturn, hunger, other virus outbreaks as well as food shortages. This pandemic of COVID-19 seems catastrophic, but every human being can actually help to stop its spread. Small group discussions and the provision of student clinical expertise would enable more teachers to be hired and nonteaching consulting and plain-place positions in hospitals to lower teacher pressures, enhance the quality of patient care and education. Well-trained support personnel may also help to reduce the extra workload. The National Medical Council must take account of a more active role and interest in medical education for family doctors. The common stressors have been marketed as management, lifestyle, family commitments, finances, patient care, envy, rivalry, and often-changeable expectations. More challenging are external duties as well as teaching than teaching itself. These responsibilities can also relieve the burden on teachers. Teachers struggle with evolving technological trends and student attitudes toward learning and take several roles when training potential physicians and health professionals. The current COVID pandemic emphasized the need to improve the efficiencies of our health-care institutions and hospitals. Higher investment in our company.
| Conclusion|| |
The outbreaks of COVID-19 make it difficult to provide clinical dentistry and education. Dental educators are however, now able to modernize their teaching approach by embracing new technology concepts to amplify online communication. The outbreaks of COVID-19 make it difficult to provide clinical dentistry and education. However, dental educators can now modernize their teaching methods by embracing emerging digital concepts to amplify online communication. Proper readiness for a future should be the second wave or virus Enterprise. The crisis of COVID-19 also has showed a serious underestimation the position and creative of the facilities E-Health Education Technologies both teledentistry and facilities. The pandemic remains irreversible Dental education transformation, Study growth and development tele dentistry protocols and clinical trials. Flexible strategies approaches.
Financial support and sponsorship
Conflicts of interest
There are no conflicts of interest.
| References|| |
Lu R, Zhao X, Li J, Niu P, Yang B, Wu H, et al
. Genomic characterisation and epidemiology of 2019 novel coronavirus: Implications for virus origins and receptor binding. Lancet 2020;395:565-74.
Barabari P, Moharamzadeh K. Novel coronavirus (COVID-19) and dentistry – A comprehensive review of literature. Dent J (Basel) 2020;8:53.
Meng L, Hua F, Bian Z. Coronavirus disease 2019 (COVID-19): Emerging and future challenges for dental and oral medicine. J Dent Res 2020;99:481-7.
Emami E. COVID-19: Perspective of a dean of dentistry. JDR Clin Trans Res 2020;5:211-3.
Banditvilai C. Enhancing Students' Language Skills through Blended Learning. Electronic Journal of e-Learning 2016;14:220-9.
Nyamapfene A. “Blended Synchronous Learning and Teaching: Is This the Future of University Teaching?” Engineering Learning & Teaching, 1 Dec. 2020, engineeringedu.press/2017/02/03/blended-synchronous-learning-and-teaching-is-this-the-future-of-university-teaching.
Wu D, Bieber M, Hiltz S. Engaging students with constructivist participatory examinations in asynchronous learning networks. J Inform Syst Educ 2008;19:321-30.
Coulthard P. Dentistry and coronavirus (COVID-19) – Moral decision-making. Br Dent J 2020;228:503-5.
da Cruz Perez DE, Passos KK, Machado RS, Martelli-Junior H, Bonan PR. Continuing education in oral cancer during coronavirus disease 2019 (covid-19) outbreak. Oral Oncol 2020;105:104713.
Alzahrani Saeed B, Alrusayes AA, Aldossary MS. Impact of COVID-19 pandemic on dental education, research, and students. Int J Health Sci Res 2020;10:207-12.
de Sutter A, Llor C, Maier M, Mallen C, Tatsioni A, van Weert H, et al
. Family medicine in times of 'COVID-19': A generalists' voice. Eur J Gen Pract 2020;26:58-60.
Sahu KK, Mishra AK, Lal A. COVID-2019: Update on epidemiology, disease spread and management. Monaldi Arch Chest Dis 2020:90. doi: 104081/monaldi20201292.
Sahu KK, Kumar R. Preventive and treatment strategies of COVID-19: From community to clinical trials. J Family Med Prim Care 2020;9:2149-57. [Full text]
Kumar R. Call for mandatory representation of practicing family physicians on the National Medical Commission (NMC): Leaving behind the monopolistic barriers in medical education regulation. J Family Med Prim Care 2020;9:453-5. [Full text]
Jain A, Baviskar MP, Narawne S, Kunkulol R. Is the medical teacher's mental health neglected? Effects of perceived student attitudes and behaviors on mental health and lifestyle of teachers in a rural university of Western Maharashtra in India. J Family Med Prim Care 2020;9:6046-50. [Full text]