Department of Oral and Maxillofacial Surgery, Gazi University Faculty of Dentistry, Ankara, Turkey.
Department of Oral and Maxillofacial Surgery, Van Yuzuncu Yil University Faculty of Dentistry, Van, Turkey.
Niger J Clin Pract. 2022 May;25(5):621-629. doi: 10.4103/njcp.njcp_1564_21.
The COVID-19 pandemic has caused not only viral infection-related deaths, but also uncontrollable psychological problems and anxiety in different parts of society. The COVID-19 pandemic has resulted in adaption of a comprehensive online education period that has not been previously experienced in modern education.
This cross-sectional study aims to evaluate dental students' experiences with emergency remote education practices, related levels of anxiety, and sociodemographic factors affecting anxiety during the COVID-19 pandemic.
This study was conducted during the period when social isolation measures were applied at the maximum level and face-to-face education was suspended in all dentistry faculties in Turkey due to the COVID-19 pandemic. Sociodemographic data and anxiety experienced by dental students were investigated using an online questionnaire. The anxiety levels were evaluated by using a 10-Item Perceived Stress Scale (PSS-10), and attitudes of the students toward distance education were determined using a 5-point Likert-type scale.
The study included 2.290 students. A total of 76.46% of these students attended to emergency remote education practices provided by their faculty. While 66.7% of students were satisfied with the transition process of their faculty to distance education, 18.4% of them found emergency remote learning to be completely unsuccessful. Mean PSS-10 score was 24.68 ± 6.74 and 94.8% of the students experienced moderate-to-high anxiety during the process. The compulsory and emergency remote education was found to significantly increase anxiety in private university students compared to public university students (P = 0.03) and in those students with low family income than the moderate and high ones (P = 0.01). There was a significant relationship between PSS-10 levels and students' anxiety about their academic performance, career plans, transition process to distance education, and their desire to continue remote theoretical online educations. The increase in these aforementioned parameters significantly decreased PSS-10 scores (P = 0.000).
The emergency online remote education practices during the COVID-19 pandemic caused anxiety in dentistry students. It is expected that only distance education practices would be insufficient, and blended education models consisting of distance and face-to-face practices should be implemented.
新冠疫情不仅导致了与病毒感染相关的死亡，还在社会各阶层引发了不可控的心理问题和焦虑。新冠疫情导致了全面的在线教育模式的适应，这在现代教育中是前所未有的。
本横断面研究旨在评估牙科学生在新冠疫情期间对紧急远程教育实践的体验、相关焦虑水平以及影响焦虑的社会人口学因素。
本研究在社交隔离措施达到最高水平并因新冠疫情而在土耳其所有牙科学院暂停面授教育期间进行。使用在线问卷调查牙科学生的社会人口学数据和经历的焦虑。使用 10 项感知压力量表（PSS-10）评估焦虑水平，使用 5 点 Likert 量表确定学生对远程教育的态度。
研究纳入了 2290 名学生。其中，共有 76.46%的学生参加了所在学院提供的紧急远程教育实践。虽然 66.7%的学生对学院过渡到远程教育的过程感到满意，但仍有 18.4%的学生认为远程学习完全不成功。PSS-10 平均得分为 24.68±6.74，94.8%的学生在这一过程中经历了中高度焦虑。与公立大学的学生相比，私立大学的学生（P=0.03）和家庭收入较低的学生（P=0.01）认为强制和紧急远程教育会显著增加焦虑。PSS-10 水平与学生对学业成绩、职业规划、向远程教育过渡以及继续远程理论在线教育的渴望等方面的焦虑之间存在显著关系。这些参数的增加显著降低了 PSS-10 得分（P=0.000）。
新冠疫情期间的紧急在线远程教育实践导致了牙科学生的焦虑。预计仅远程教育实践是不够的，应实施包括远程和面对面实践的混合教育模式。
