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Lina Bahanan,1 Maha Alsharif,2 Meyassara Samman1 1Department of Dental Public Health at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi Arabia; 2Department of Oral Diagnostic Sciences at King Abdulaziz University, Faculty of Dentistry, Jeddah, Saudi ArabiaCorrespondence: Lina Bahanan, Department of Dental Public Health at King Abdulaziz University, Faculty of Dentistry, PO Box 80215, Jeddah, 21589, Saudi Arabia, Tel +966- 12 6403443, Fax +966- 12 6404166, Email Lbahanan@kau.edu.saPurpose: The aim of this study was to assess dental students’ perceptions and overall experiences regarding e-learning at King Abdulaziz University, Jeddah, Saudi Arabia, during the COVID-19 pandemic.Methods: This cross-sectional study was carried out from November 2020 through March 2021. A pre-structured, self-administered questionnaire was emailed to undergraduate dental students (second year through sixth year and dental interns). The final sample included 296 undergraduate dental students and interns. Univariate analysis was done to report the sample characteristics. Chi-square and Fisher exact with Monte Carlo were conducted to evaluate the preference of students regarding e-learning across characteristics of the study sample.Results: The majority of students preferred to integrate e-learning into traditional classroom lectures, although 51.7% did not favor it for clinical subjects. More than half of the sample believed that e-learning allowed excellent interactivity with the instructors. A higher percentage of second-year students preferred traditional learning (71%) than students in other years who preferred a combination of both traditional and online learning (P-value < 0.001). The mode of learning is not associated with marital status, though 36.4% of married students prefer e-learning (P-value = 0.4). Most dental students considered e-learning a positive experience.Conclusion: There were significant differences in the mode of learning preference between the preclinical and clinical years. Continuous monitoring of learners’ needs, challenges, and outcomes is crucial to effectively evaluate e-learning in dental education.Keywords: dental education, traditional learning, blended learning, dentistry, COVID-19 |
