COVID-19 pandemic and impact on dental education: perception of Brazilian dental students

Aim: The aim of the present study is to assess the perception of undergraduate students on the impact of the COVID-19 pandemic on Brazilian dental education. Methods: This crosssectional study was conducted using an online questionnaire hosted in Google Forms platform and publicized on Instagram® and Facebook®. The questionnaire was available between July 8-27, 2020. Absolute and relative frequencies were obtained for variables of interest using Pearson's chi-squared and considering 95% confidence intervals. Prevalence of learning resource variables according to self-reported skin color, educational institution, and Brazilian region were presented using equiplots. Results: A total of 1,050 undergraduate dental students answered the questionnaire. Most students reported being in full-distance learning mode. Among the undergraduate students, 65.4% reported perceiving a very high impact in dental education, and 16.6% of students reported not being able to follow distance learning. In addition, 14% reported not having a personal laptop or desktop to study with, with this condition being more prevalent among non-white than white individuals. Conclusion: We conclude that Brazilian dental students perceived a high impact of COVID-19 on dental education, as well as one-sixth of the students reported not having adequate resources to continue with distance learning. It is important that different policies are developed at the institutional and governmental levels to reduce the impact of the pandemic on dental education

Acceptability of e-training to support dentists to discuss tooth-kind behaviours with parents: Presenter(s): Sarah Peters, University of Manchester, United Kingdom

Tooth decay is preventable, through health behaviours (e.g. tooth brushing and limiting sugar consumption). However, in the UK, the most common reason for hospital admission in young children is to have decayed teeth removed under general anaesthetic. Dentists report finding behaviour change conversations challenging, and often use approaches known to be ineffective in changing behaviours (e.g. information giving, fear tactics). The study aim was to investigate the acceptability of a health psychology-informed behaviour change communication toolkit. A brief, interactive online training course was developed and made available to a sample of 117 dentists, trainees and allied practitioners. At baseline and post-training, participants completed questionnaires of knowledge, motivation, and confidence in holding behaviour change conversations. In-depth interviews were conducted with a purposive sample of 16 practitioners to investigate how the intervention could be developed in the context of COVID-19, which has severely disrupted routine dental services. Participants valued the training, which they described as novel and provided them with new strategies to enhance behaviour change conversations. Post-training questionnaires indicated participants felt more confident after training, with increased knowledge around planning and initiating behaviour change conversations with families. Early years practitioners working in a variety of non-dental settings (e.g. nurseries and children's centres) reported opportunities to have behaviour change conversations with parents, and welcomed further tailoring of the online training to help them capitalise on these interactions within these settings. Dental and non-dental practitioners are similarly motivated to have conversations with parents about improving their oral health. Brief online training can improve their capability to initiate these conversations in ways that do not damage the therapeutic relationship. To recover oral health services beyond COVID-19, there is potential for professionals working with parents in non-dental settings to develop skills in oral health promotion. [ FROM AUTHOR] Copyright of Patient Education & Counseling is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Reopening of a school of dentistry in the era of COVID-19 pandemic, "Step-by-step" approach.

INTRODUCTION: The COVID-19 pandemic has a great impact on all aspects of higher education worldwide. In Iran, after several months of lockdown, all dental schools coped with the challenge of "reopening." School of Dentistry of Tehran University of Medical Sciences (TUMS) planned to facilitate the process of reopening using a "step-by-step" approach. The aim of this study was sharing our experiences of reopening of the school during the pandemic. METHODS: TUMS School of Dentistry planned a "step-by-step" approach of reopening of school to both provide infrastructure of online education for theoretical credits and reassure all staff and students about infection control for practical courses. Also, a two-section survey on students' satisfaction with a variety of aspects of reopening process and the clinical performance of students in different clinical courses was conducted. RESULTS: Findings showed 65.1% of the students, attended the survey, were satisfied with reopening of the school. Also, 86.4% were satisfied with the new online method of education for theoretical courses. Regarding personal protective equipment (PPE) provided for the students, 22.9% and 56.5% of them were satisfied and moderately satisfied, respectively. Additionally, 78.2% of the students were satisfied with the newly developed online assessment method. CONCLUSION: Although reopening of schools during COVID-19 pandemic seems enigmatic for all authorities and students, the "step-by-step" plan designed by TUMS School of dentistry including emotional and infrastructural prerequisites might be a reliable method for all people, who are in charge of management of dental school in uncertain crisis.

Brief Motivational Interviewing: Evaluation of a skills-based education program

Purpose: Oral health care providers have been charged with recommending the human papillomavirus (HPV) vaccine for the prevention of HPV oropharyngeal cancers (OPC). The purpose of this study was to determine dental hygiene student competency of the application of brief motivational interviewing (BMI) and the accuracy of HPV vaccine information for the prevention of HPV OPC. Methods: A convenience sample of 59 senior dental hygiene (DH) students from the class of 2020 (n=31) and the class of 2021 (n=28) participated in the HPV OPC curriculum and skills-based BMI training at the University of Minnesota School of Dentistry. Students completed two audio-recorded patient interactions and one Objective Structured Clinical Examination (OSCE). Student self-assessment and faculty evaluation scores were determined by a standardized BMI HPV rubric. Descriptive statistics were used to analyze the data. Results: Class of 2021 self-assessment ratings were higher than the class of 2020 in all components of the BMI HPV rubric at all three time points. Faculty evaluation achieved statistically significant improvement for the class of 2021 from patient Interaction 1 (evocation p<0.01;summary p<0.01) to the OSCE (evocation p<0.05;summary p<0.01). Both classes rated themselves as competent (≥70%) for most BMI subcategories. Conclusion: Dental hygiene student competence in demonstrating the components of the Spirit of MI to the accuracy of HPV and HPV vaccine information was achieved through the implementation of the skills-based BMI HPV training. Outcomes of student self-assessment and faculty evaluation highlighted the Kirkpatrick Model as a framework to evaluate BMI skills-based training.

The perceptions of dental hygiene students about an asynchronous oral biology course.

Background: Medical and dental schools have long-established pedagogical approaches to teacher-centred face-to-face learning. The 3-year baccalaureate dental hygiene (DH) program at the University of Alberta, which enrolls 42 students of diverse ages and experiences each year, is no exception. Oral Biology II (OBIOL 302) is an intermediate-level course in the DH program; it was moved to an asynchronous online format to manage the disruptions of the COVID-19 pandemic. This mixed-method study explores the factors affecting the dental hygiene student experience in this online, asynchronous learning environment. Methods: This study used a quantitative anonymous survey with a 5-point Likert scale to evaluate the workload and flexibility of the course as well as student acceptance of the assessments. The mean score and standard deviation were calculated for each question in the online survey. A research facilitator conducted interviews using a semi-structured interview guide to further explore student experiences. The qualitative data were then analyzed using a 6-step method of thematic analysis. Results: The study participants found the format and workload of the online course appropriate and well-suited to the spring term. Thematic analysis of the qualitative data revealed 3 intersecting elements-course structure, communication, and non-curricular aspects-as the key factors shaping student experiences in an online environment. Conclusion: ,This study identified the major factors affecting the online learning experience of students from the students' point of view, which will be a useful guide to design more effective online courses for health science education.

Contexte: Les écoles de médecine et de dentisterie ont depuis longtemps établi des approches pédagogiques en personne centrées sur l'enseignant. Le programme de baccalauréat de 3 ans en hygiène dentaire (HD) de l'Université de l'Alberta, qui accueille chaque année 42 étudiants de divers âges et expériences, ne fait pas exception. En vue de gérer les perturbations de la pandémie de la COVID-19 , Oral BiologyII (OBIOL 302), un cours de niveau intermédiaire au programme d'hygiène dentaire, a été déplacé vers un format asynchrone et en ligne. La présente étude à méthode mixte explore les facteurs qui influencent l'expérience des étudiants en hygiène dentaire dans un environnement d'apprentissage asynchrone et en ligne. Méthodologie: Cette étude a utilisé une enquête quantitative anonyme et une échelle de Likert en 5 points pour évaluer la charge de travail et la flexibilité du cours, ainsi que la manière dont les étudiants ont accueilli les évaluations. La cote moyenne et l'écart type ont été calculés pour chaque question de l'enquête menée en ligne. Un facilitateur de recherche a mené des entretiens à l'aide d'un guide d'entretien semi-structuré en vue d'explorer davantage les expériences des étudiants. Une analyse des données qualitatives a ensuite été réalisée à l'aide d'une méthode d'analyse thématique en 6 étapes. Résultats: Les participants à l'étude ont trouvé le format et la charge de travail du cours en ligne appropriés et bien adaptés au semestre du printemps. L'analyse thématique des données qualitatives a révélé 3 éléments interdépendants comme étant les facteurs clés qui façonnent les expériences des étudiants dans un environnement en ligne : la structure du cours, la communication et les aspects non scolaires. Conclusion: Cette étude a défini les principaux facteurs ayant une incidence sur l'expérience d'apprentissage en ligne des étudiants, selon le point de vue de ces derniers, ce qui constituera un guide utile pour élaborer des cours en ligne plus efficaces pour l'enseignement des sciences de la santé.

Staff Knowledge and Attitudes Towards COVID-19 New Biosafety Practices at a Brazilian Dental School

ABSTRACT Objective To evaluate knowledge and attitudes towards biosafety recommendations during the COVID-19 pandemic at a Brazilian dental school. Material and Methods A cross-sectional study was performed in 2020 with the clinical staff of a Brazilian dental school. The whole clinical staff was sent pre-tested self-administered online questionnaires about knowledge and attitudes towards the recommendations for biosafety in dental settings in the context of the COVID-19 pandemic. Descriptive statistical analyses were carried out for proportion calculation. Results Disposable head covering caps, isolation gowns, and gloves were the most frequently reported personal protective equipment (PPE). The rates ranged from 52.9% to 88.5% for N95 respirators, from 68.6% to 92.6% for face shields, from 47.4% to 67.5% for conventional eye protection shields, and 45.1% to 77.4% for eye protection with solid side shields. Chlorhexidine gluconate was the most frequent mouthwash indicated before clinical dental care. The percentage of agreement to provide clinical care to patients with suspected COVID-19 varied from 23.5% to 50.0%. The percentage of respondents who agreed that bioaerosol-generating procedures should be avoided was higher than 74.5%. Less than 50% knew the correct sequence for doffing of PPE. Conclusion This study revealed important gaps in knowledge and attitudes towards prevention and control measures against infection in dental environments in the context of COVID-19, indicating the need for improvements.

Evaluation of Knowledge Levels of Dentistry Students on the COVID-19 and its Effects on Depression

ABSTRACT Objective To determine the level of knowledge of dentistry students regarding the COVID-19 outbreak and to evaluate whether the risk factors of the outbreak cause depression. Material and Methods This study was conducted with 516 dentistry students (3rd, 4th and 5th grades) who started clinical practice in their education. The first part of the questionnaires applied to the students includes questions about demographic information, while the second part contains questions to determine their knowledge levels on the COVID-19 pandemic and protection against it. In the third section, Beck Depression Inventory (BDI) was used to examine depression symptoms. The data were analyzed by frequency analyses and Chi-squared tests via the IBM SPSS 22.0 software. Results Of the 516 students, 150 (29%) participants were in the 3rd, 212 (41%) were in the 4th and 154 (30%) were in the 5th grade. 355 (69%) students stated that their knowledge level about COVID-19 was high. 30.9% were conscious of the importance of using masks. 29.6% were aware of the importance of using gloves, 30.3% of not shaking hands. According to BDI scores, 37.1% of the participants seemed to experience moderate to severe and very severe depression. Conclusion It was observed that the students didn't have a sufficient level of knowledge about the factors affecting the spread of the pandemic. New stress factors such as COVID-19 may increase the incidence of depression.

The Role of Online Teaching Among the Undergraduate Dental Students During the Current COVID-19 Pandemic in India: A Pilot Study

ABSTRACT Objective: To assess the usefulness of online teaching for undergraduate students during this Corona pandemic, to point the drawbacks of online teaching, and to learn the areas of improvement in online teaching for the future. Material and Methods: A descriptive cross-sectional study on 130 students was done in Bhubaneswar, Odisha, India. The questionnaire consisted of two parts, personal details and specific information. The first part of the questionnaire consisted of questions related to age, gender, etc. The second part had questions pertaining to online teaching. Pearson's Chi-square test was applied and the level of significance was set at 5%. Results: Most of the students (83.3%) were in the view that classroom lectures are the best mean of imparting knowledge, which was significant (p<0.001). A significant number of students (88.1%) agreed that online teaching is the best method of teaching apart from classroom teaching. Almost all the students (93%) agreed significantly that online teaching is the best way to learn in this present pandemic scenario. Most students (59.6%) agreed that connectivity/network issue is a major drawback in online teaching, which is again significant (p<0.001). Conclusion: Here in these testing times, the role of online teaching becomes important for medical/dental students, both undergraduates and postgraduates, to keep up with their studies.