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Aim This study compared the perceptions and exam performance of third-year undergraduates in endodontic courses. The study analyzed hybrid training during COVID-19 and Face-to-Face teaching post-COVID-19 to identify the most effective teaching methods. Materials and Methods This study was a single-centre retrospectively analyzed endodontic courses delivered to third-year dental students in 2021 and 2022 at the Gulf Medical University, College of Dentistry. Student perceptions of the hybrid and F2F courses were obtained through a satisfaction questionnaire administered by the University's Quality Assurance Office at the end of each course. Student performance was measured by analyzing exam grades for both teaching modes. Results Total of 75 students took the hybrid course while 77 received the F2F course. The number of respondents to the questionnaire was significantly higher for the F2F group (81% vs. 31.5%, p ≤ 0.05). The hybrid course received a satisfaction score of 100% compared to 94.54% for F2F. Student performance in the hybrid group was comparable to the F2F group, with mid- and end-of-year course marks ranging from 64.67% to 71.46% and 63.93% to 65.79%, respectively (p ≤ 0.05). These findings suggest that the hybrid model did not negatively affect student performance. Conclusion. In conclusion, the hybrid learning approach was well-received and produced similar endodontic exam marks to F2F teaching. This suggests that combining e-learning with F2F teaching can maintain the quality of education. The absence of differences between the groups dismisses concerns that endodontic education suffered due to the pandemic. |
