Dental Student Perceptions of Distance Education over Time: A Mixed-Methods Study

Abstract

Objectives: Amid the COVID-19 pandemic, the transition to distance learning raised pertinent questions regarding advantages and challenges compared to traditional in-person learning. This study aimed to investigate dental students' perceptions of distance learning throughout the pandemic, examining its impact on their education.

Methods: This study employed a convergent mixed-methods design. Three online surveys were conducted in 2020, 2021, and 2022 to collect quantitative data. Additionally, qualitative semi-structured interviews were carried out in 2022. Interviews were recorded and transcribed; then, thematic analysis was performed following an inductive approach.

Results: As perceived by the participants, distance learning entails advantages and challenges. Initially, they felt uncertainty and negativity about the new environment with distance learning. However, their perceptions shifted positively as they adapted, even after returning to hybrid and in-person modules. Furthermore, most participants felt that distance learning is better suited for didactic content. It was suggested that didactic courses contain approximately 25-50% of online methods.

Conclusions: Distance learning has provided valuable opportunities to reinforce curricula and improve learning efficacy during the pandemic. Our findings suggest that a hybrid learning model that combines traditional and distance modules appears to be an effective approach for future dental education.

Keywords: COVID-19; a mixed-method; dental education; dental students; distance education; hybrid learning; survey.

Figure 1

Student-reported effectiveness of distance learning format. Bar chart representing two surveys conducted in 2021 (n = 25) and 2022 (n = 29) where students ranked four formats of distance learning. The x-axis represents the class formats, and the y-axis represents the percentage of students who gave a high ranking (1st or 2nd) to each format.

Figure 2

Student-Reported change in burnout, retention, and engagement. Bubble plots for the responses to three questions that assess participants’ self-reported changes in burnout, retention of academic material, and intellectual engagement compared to pre-pandemic in-person learning. Bubble size is the percentage of participants who selected each answer choice. 2020 (n = 39), 2021 (n = 25), and 2022 (n = 29).

Figure 3

Students’ preferences of learning modules for clinical and non-clinical courses. Bar chart representing a survey result conducted in 2022 (n = 29) where students were asked about their learning module preferences for clinical and non-clinical courses. The x-axis represents the learning modules, and the y-axis represents the percentage of students’ preference for each module.

Figure 4

Optimal percentage of distanced didactic teaching in the post-pandemic era. Two pie charts representing participants’ opinions on the percentage of didactic curriculum that should be taught via distance learning formats in the post-pandemic era. 2021 (n = 25) and 2022 (n = 29).

Figure 5

Students’ preferences on participation methods during the distance learning sessions. Bar chart representing two surveys conducted in 2021 (n = 25) and 2022 (n = 29) where students were asked about their preferences on participation methods during distance didactic lectures. The x-axis represents the participation methods, and the y-axis represents the percentage of students’ preference for each method.