Dental Students’ Perception of Integrating E-learning During COVID-19: A Cross-Sectional Study in a Saudi University

Purpose: The aim of this study was to assess dental students' perceptions and overall experiences regarding e- learning at King Abdulaziz University, Jeddah, Saudi Arabia, during the COVID-19 pandemic. Methods: This cross-sectional study was carried out from November 2020 through March 2021. A...

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Bibliographic Details
Published in:Advances in medical education and practice 2022-01, Vol.13, p.839-847
Main Authors: Bahanan, Lina, Alsharif, Maha, Samman, Meyassara
Format: Article
Language:English
Subjects:
Academic achievement
Analysis
blended learning
College students
Computer software industry
Coronaviruses
COVID-19
Cross-sectional studies
dental education
dentistry
Distance learning
Online education
Online instruction
Original Research
Pandemics
Public speaking
Questionnaires
Students
traditional learning
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Summary:Purpose: The aim of this study was to assess dental students' perceptions and overall experiences regarding e- learning at King Abdulaziz University, Jeddah, Saudi Arabia, during the COVID-19 pandemic. Methods: This cross-sectional study was carried out from November 2020 through March 2021. A pre-structured, self-administered questionnaire was emailed to undergraduate dental students (second year through sixth year and dental interns). The final sample included 296 undergraduate dental students and interns. Univariate analysis was done to report the sample characteristics. Chi-square and Fisher exact with Monte Carlo were conducted to evaluate the preference of students regarding e-learning across characteristics of the study sample. Results: The majority of students preferred to integrate e-learning into traditional classroom lectures, although 51.7% did not favor it for clinical subjects. More than half of the sample believed that e-learning allowed excellent interactivity with the instructors. A higher percentage of second-year students preferred traditional learning (71%) than students in other years who preferred a combination of both traditional and online learning (P-value < 0.001). The mode of learning is not associated with marital status, though 36.4% of married students prefer e-learning (P-value = 0.4). Most dental students considered e-learning a positive experience. Conclusion: There were significant differences in the mode of learning preference between the preclinical and clinical years. Continuous monitoring of learners' needs, challenges, and outcomes is crucial to effectively evaluate e-learning in dental education. Keywords: dental education, traditional learning, blended learning, dentistry, COVID-19
ISSN:1179-7258
1179-7258
DOI:10.2147/AMEP.S376069