(PO-022) First-year Dental Students’ Longitudinal Perspectives of Online Learning

Author: Mackenzie Stephens
Author: Ellen S. Patterson, M.D. ,M.A. – Assistant Professor and Director of Behavioral Science Education, Tufts University School of Dental Medicine
Author: Thaisa Bordin, D.D.S., M.Sc., Ph.D. – Assistant Professor, Tufts University School of Dental Medicine
Submitter: Mackenzie Stephens

Objectives: The COVID-19 pandemic in early 2020 demanded widespread and rapid implementation of virtual learning across health professions programs. Few studies of dental students’ preparedness for online learning existed to inform educators how to prepare students for success in educational virtual environments. To address this gap, a longitudinal survey study was designed to explore first-year dental students’ experiences and attitudes attending professional school online.

Methods: IRB exemption was obtained and three surveys were distributed in a required course to first-year dental students at three points in the academic year. Surveys included demographic data and questions about personal, environmental, and attitudinal factors that may have influenced students’ perceived confidence using various forms of online learning. Survey responses were matched and de-identified prior to analysis. Descriptive statistics and quantitative analysis compared changes in student responses at each survey and changes across the academic year. Qualitative inductive analysis revealed themes from several open response questions.

Results: Response rates for each survey were 58%, 67%, and 61%, respectively. Descriptive data and full multifactorial analysis are in progress; preliminary data indicate that a large proportion of students felt that personal and/or situational factors had an effect on their academic performance over the course of the academic year. Decreased interaction with peers and barriers meaningful relationships and networks, limited hand-skill practice, and personal and environmental obstacles related to remote study were commonly cited concerns.

Conclusion: Distance learning was perceived by students to impact their engagement with their professional training in a myriad of ways, and changes over the academic year indicated increasing comfort with online learning strategies. Data from this study will inform continued integration and modification of online teaching best practices to enhance student-centered teaching and strategies for successful online learning in dental education moving forward.