Vernon Jon J, Vinall-Collier Karen, Csikar Julia, Emms George, Lancaster Paula E, Nattress Brian R, Wood David J
Division of Oral Biology, School of Dentistry, University of Leeds, Leeds, UK.
Department of Dental Public Health, School of Dentistry, University of Leeds, Leeds, UK.
Eur J Dent Educ. 2025 Feb;29(1):124-135. doi: 10.1111/eje.13055. Epub 2024 Nov 19.
The COVID-19 pandemic had extensive influence on dental education. UK dental schools were compelled to respond with substantial adaptations to clinical training approaches and environments to mitigate educational impact.
The Surveying Pandemic Education Response in Higher Education Dental Schools (SPEARHEAD) study aimed to retrospectively evaluate the diverse responses of UK dental schools to the COVID-19 pandemic. All UK dental schools were invited to participate in semi-structured interviews to ascertain institutional responses, with transcripts subjected to thematic framework analysis.
Ten UK dental schools contributed to the study and three main themes were identified: student education, environment, and procedures and equipment. The most common approach to student education was the reduction of student numbers in clinical areas; however, this increased supervisory demands. While there was widespread acknowledgement of the need for enhanced ventilation, implementing the necessary modifications was frequently constrained by building configurations and financial implications. Numerous procedural adjustments were implemented, accompanied by widespread adoption of enhanced personal protective equipment. Fallow periods were common, although differing durations underscored the need for data-driven guidance. Many schools transitioned towards electric speed-controlled handpieces, but the need to reflect real-world scenarios often led to a reversion to air turbines.
UK dental schools showed initiative, resilience, and ingenuity in safeguarding students from enduring irretrievable educational setbacks amidst the challenges posed by the COVID-19 pandemic. Validating a data-driven strategy for addressing future threats would facilitate a unified response, minimising the educational repercussions and bolstering the resilience of dental training.
新冠疫情对牙科教育产生了广泛影响。英国牙科学校被迫做出重大调整，以应对临床培训方法和环境，减轻教育影响。
高等教育牙科学校的疫情教育应对调查（SPEARHEAD）研究旨在回顾性评估英国牙科学校对新冠疫情的多样应对措施。邀请了所有英国牙科学校参与半结构化访谈，以确定机构的应对措施，并对访谈记录进行主题框架分析。
十所英国牙科学校参与了该研究，确定了三个主要主题：学生教育、环境以及程序与设备。学生教育最常见的方法是减少临床区域的学生人数；然而，这增加了监督需求。虽然人们普遍认识到需要加强通风，但进行必要的改造常常受到建筑结构和财务问题的限制。实施了许多程序调整，并广泛采用了增强型个人防护设备。空档期很常见，尽管不同的时长凸显了数据驱动指导的必要性。许多学校转向了电动调速手机，但为反映现实场景而进行的调整往往导致又重新使用气涡轮手机。
在新冠疫情带来的挑战中，英国牙科学校在保护学生免受不可挽回的教育挫折方面展现出了主动性、适应能力和创造力。验证一种数据驱动的策略以应对未来威胁，将有助于统一应对，最大限度地减少教育影响，并增强牙科培训的适应能力。
