Department of Operative Dentistry, National and Kapodistrian University of Athens, 11527 Athens, Greece.
Int J Environ Res Public Health. 2022 Aug 2;19(15):9470. doi: 10.3390/ijerph19159470.
In this study, we evaluated the perception of distance online learning in undergraduate dental students in two different European countries during the second lockdown of the COVID-19 pandemic to explore sustainable undergraduate educational and examination e-learning forms. Dental students from Dental school of Athens, National and Kapodistrian university of Athens (N1_3rd preclinical year = 131, N2_4th clinical year = 119) and Dental school of Copenhagen (3rd preclinical year N3 = 85) completed the mixed-designed Dental e-Learning process Questionnaire (DeLQ) distributed in a google form. Responses to closed-ended questions were collected on a five-point Likert scale. Descriptive statistics were applied, and non-parametric Kruskal-Wallis tests were used to examine student groups. N1 (90% strongly agree) students reported that "e-learning is a suitable education method for theory in dentistry" at a significant level and more often than N2 (43% strongly disagree). N1 and N2 students strongly agreed that they preferred face-to-face teaching rather than distance e-learning. A relatively low number of N1 (31%) students believed that e-learning prepares them sufficiently for their practical training while none of the (0%) N2 cohort agreed. A low percentage of students in both years (N1 = 31%, N2 = 23%) believed that e-learning prepared them for their exams. Additionally, N1 = 60% and N2 = 66% preferred hybrid learning. Only 26% (N1) and 19.5% (N2) desired e-learning to continue after the COVID-19 pandemic. Nearly half of the participants believed the online exam model to be unreliable (N1 = 49%, N2 = 43%). Overall, students considered distance e-learning as an educational method applicable only to theoretical lessons. However, the lack of physical communication and interaction in distance learning led students to prefer a blended method. Students of the two faculties seemed to agree on many points, but there were also specific differences attributable to the differences in the programs and educational culture of the two countries.
在这项研究中，我们评估了在 COVID-19 大流行第二次封锁期间，来自两个不同欧洲国家的本科牙科学生对在线远程学习的看法，以探索可持续的本科教育和考试电子学习形式。来自雅典国立卡波迪斯特里亚大学牙科学院（N1_第 3 年预科=131 人，N2_第 4 年临床=119 人）和哥本哈根牙科学院（N3_第 3 年预科=85 人）的牙科学生完成了混合设计的牙科电子学习过程问卷（DeLQ），以谷歌表单的形式分发。对封闭式问题的回答采用五点李克特量表收集。应用描述性统计，非参数 Kruskal-Wallis 检验用于检验学生群体。N1（90%强烈同意）学生报告说，“电子学习是牙科理论教育的一种合适方法”，并且比 N2（43%强烈不同意）更频繁。N1 和 N2 学生强烈同意他们更喜欢面对面教学而不是远程电子学习。相对较少的 N1（31%）学生认为电子学习足以为他们的实践培训做好准备，而 N2 组（0%）没有一个人同意。N1 和 N2 年级的学生都认为电子学习为他们的考试做好了充分的准备（N1 = 31%，N2 = 23%）。此外，N1 = 60%和 N2 = 66%更喜欢混合学习。只有 26%（N1）和 19.5%（N2）希望在 COVID-19 大流行后继续进行电子学习。近一半的参与者认为在线考试模式不可靠（N1 = 49%，N2 = 43%）。总体而言，学生认为远程电子学习是一种仅适用于理论课程的教学方法。然而，远程学习中缺乏物理交流和互动导致学生更喜欢混合方法。两所院校的学生似乎在许多方面达成了一致，但也存在一些特定差异，这些差异归因于两个国家的课程和教育文化的差异。
