COVID-19 and Emergency Remote Education: perception of undergraduate students in Dentistry with the discipline of Pediatric Dentistry
DOI:
https://doi.org/10.35699/2178-1990.2022.36895Keywords:
COVID-19, Distance education, Education in dentistryAbstract
Aim: This study aimed to evaluate the perception of dental students about their experience in remote teaching in the Pediatric Dentistry discipline established due to the COVID-19 pandemic.
Methods: This is a descriptive cross-sectional study that included students enrolled in the Pediatric Dentistry discipline, in the Dentistry course at a Private Higher Education Institution in the city of Juiz de Fora, Minas Gerais, Brazil. Academics were invited to answer a questionnaire containing 14 objectives items one month after the beginning of the Emergency Remote Teaching (ERE) activities. The items evaluated the student’s perception of the teaching method adopted. Descriptive analysis (absolute and relative frequencies) was performed for all variables.
Results: A total of 64 academics participated in the study with a mean age of 22.3 (+ 3.5) years. The sum of participants who agreed and strongly agreed that the content of Pediatric Dentistry discipline provided theoretical basis for real-life experiences was 42 (65.62%). Together, the individuals who agreed and strongly agreed that learning in the ERE was comparable to the traditional method totaled 51 academics (79.68%) and 35 (54.68%) strongly agreed/agreed that the assessment grade was similar to the grade that would receive in the classroom. The teacher’s explanation was considered equal (n = 56; 87.50%) or better (n = 8; 12.50%) to the conventional method. Most participants were satisfied (n = 41; 64.06%). The amount of Pediatric Dentistry discipline content taught at the ERE was not considered the same as what they would learn in the traditional classroom for many of the participants (n = 51; 79.68%) and the interaction between student and teacher was evaluated as worse compared to the classroom. traditional class (n = 50; 78.12%).
Conclusion: The ERE adopted in the Pediatric Dentistry discipline, in the period evaluated, was satisfactory in several aspects and should be improved, taking into account the strengths and weaknesses pointed out by the academics.
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References
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