(PO-171) Predoctoral Endodontic Education Techniques in Response to the COVID-19 Pandemic

Author: Danielle Wingrove, D.D.S – Assistant Professor, Oregon Health & Science University School of Dentistry (OHSU SOD)
Author: Gary Stafford, D.M.D. – Senior Associate Dean for Academic Affairs, Oregon Health & Science University School of Dentistry (OHSU SOD)
Author: Brian Whitten, D.D.S. – Associate Professor, Oregon Health & Science University School of Dentistry (OHSU SOD)
Author: Karan J. Replogle, D.D.S. MS – Senior Associate Dean for Clinical Affairs, Oregon Health & Science University School of Dentistry (OHSU SOD)
Submitter: Danielle Wingrove, D.D.S – Assistant Professor, Oregon Health & Science University School of Dentistry (OHSU SOD)

Traditionally, dental educational models have utilized instructor-led passive instructional techniques. Recently, teaching methodologies and delivery methods have shifted to active adult learning modalities. Educators, in response to the challenge of teaching during the COVID-19 pandemic, found new and innovative ways to teach in a virtual environment. The aim of this study was to identify teaching methodologies and delivery methods utilized in pre-doctoral endodontic curriculums immediately prior to the pandemic and those adopted during the pandemic. The pre-doctoral directors’ perception of the effectives of new methodologies and the likelihood of the methodologies remaining post-pandemic was also evaluated.

Methods: A 33-question web-based Qualtrics survey was emailed to endodontic pre-doctoral directors in US dental schools. Questions aimed to ascertain predoctoral directors’ perception and utilization of various instructional and delivery methods prior to, since onset of, and moving beyond COVID-19.

Results: 32 of 66 educators (48%) responded to the survey. Traditional instructor-led modalities were reported as the delivery method of choice by 95% of respondents’ pre-pandemic compared to 72% mid-pandemic. Perception of technology-based teaching effectiveness as extremely or somewhat effective increased from 41% pre-pandemic to 72.5% mid-pandemic. Blended or hybrid courses were utilized only 10.5% of the time pre-pandemic with 44% of respondents citing blended or hybrid courses the delivery method of choice mid-pandemic and beyond. Educational stress was noted with 72% of respondents reported feeling burned out at least once a week and 24% considering a career move.

Conclusion: COVID-19 accelerated the rate of change in instructional modalities and delivery methods of pre-doctoral endodontic education. Technology has increased in importance and utilization in the education of pre-doctoral dental students. Pre-doctoral educators’ perception of the effectiveness of modalities has migrated from instructor-led delivery to a hybrid teaching style. Educational stress and burnout is a major issue among educators.