Department of Endodontics, Faculty of Dentistry, Karabuk University, Karabuk, Turkey.
Niger J Clin Pract. 2022 Jun;25(6):916-922. doi: 10.4103/njcp.njcp_1949_21.
Although distance education has been received as an effective educational method in dentistry, the assessment of distance learning and online-exam methods in instantaneous conditions such as a pandemic has not been completely researched.
The purpose of the present study was to assess student satisfaction with the distance learning and online-exam experience of dental students in Turkey during the pandemic.
Dental students in selected Turkish universities were invited to participate in the research. As a data collection tool, socio-demographic data and a web-based questionnaire consisting of 23 questions, addressing the problems experienced in education during the Covid-19 pandemic period and questioning the solutions of students regarding these problems were used. Satisfaction and attitudes towards distance education and online exams were examined.
A total of 1375 students participated in the study. The percentages of students at the various grades of dental school were as follows: first grade = 11.2%, second grade = 18.2%, third grade = 28.3%, fourth grade = 27%, and fifth grade = 15.1%. There is a significant relationship between classes and all scale expressions (P < 0.05). While 11.2% of the students who responded had not experienced any problems, the most common problem was that practical training could not be performed (45.8%) and the lessons were inefficient (29.7%).
Dental students demonstrated a low degree of satisfaction and a negative attitude towards distance learning and the quality of presentation of educational material.
尽管远程教育在牙科学领域已被视为一种有效的教学方法，但在疫情等突发情况下，对远程学习和在线考试方法的评估尚未得到全面研究。
本研究旨在评估土耳其牙科学生在疫情期间对远程学习和在线考试体验的满意度。
邀请土耳其选定大学的牙科学生参加研究。作为数据收集工具，使用了一份包含 23 个问题的基于网络的问卷，其中包括社会人口统计学数据，这些问题涉及在新冠疫情期间教育中遇到的问题，并询问了学生对这些问题的解决方案。调查了学生对远程学习和在线考试的满意度和态度。
共有 1375 名学生参加了研究。牙科学校各年级学生的比例如下：一年级=11.2%，二年级=18.2%，三年级=28.3%，四年级=27%，五年级=15.1%。各年级与所有量表表达之间存在显著关系（P<0.05）。虽然 11.2%的应答学生没有遇到任何问题，但最常见的问题是无法进行实践培训（45.8%）和课程效率低下（29.7%）。
牙科学生对远程学习和教育材料呈现质量的满意度较低，态度消极。
