INFLUENCE OF COVID-19 PANDEMIC ON DENTAL EDUCATION IN CYPRUS: PRECLINICAL AND CLINICAL IMPLICATIONS WITH E-LEARNING STRATEGIES
INFLUENCE OF COVID-19 PANDEMIC ON DENTAL EDUCATION IN CYPRUS: PRECLINICAL AND CLINICAL IMPLICATIONS WITH E-LEARNING STRATEGIES
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DOI：
10.20535/2410-8286.212792
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发表时间：
2020-01-01
影响因子：
1.1
通讯作者：
Kurtulmus-Yilmaz, Sevcan
中科院分区：
文献类型：
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作者：
Onoral, Ozay;Kurtulmus-Yilmaz, Sevcan
在COVID-19大流行期间，社会隔离的必要性导致教育成为远程和在线教育，而不是面对面（F2 F）。教育策略变得更具挑战性的教育家在牙科学院，因为牙科教育是基于大多数实用教程。在世界各地，各学院努力制定政策，以保护学生和学术人员的健康，并确保教育的连续性和质量。在我们的系（近东大学牙科系），借助远程学习和大学信息技术中心，在春季学期开展了在线教育。在这项研究中，它的目的是检查病毒的背景，在牙科环境中的积极措施，以应对COVID-19爆发，并在塞浦路斯采取了基于信息技术的教育措施，以确保牙科教育的持续性。我们的教师用于在线教育的策略，遇到的困难，以及未来的电子学习的建议被宣布。此外，学生的感知和满意度的在线教育模式的理论（120名学生，响应率78%）和实践讲座（220名学生，响应率82%）进行了调查。在这方面，要求学生回答反思性问题。提供了描述性数据。相当多的学生表示，实际的实现应该是F2 F进行的。大多数学生强调，在线理论课程比F2 F课程更有优势。
During the COVID-19 pandemic, the necessity of social isolation led education to be distance- and online instead of face-to-face (F2F). Education strategies became more challenging for the educationalists at dentistry faculties, since dental education is based on mostly practical tutorials. All over the world, the faculties tried to develop policies to protect the health of students and academic staff, as well as to ensure the continuity and quality of education. In our faculty (Near East University Faculty of Dentistry), online education was held for the spring semester with the aid of distance learning and the information technology centre of the university. In this study, it was aimed to examine the background of the virus, the proactive measures in the dental setting to combat COVID-19 outburst, and information technology-based educational measures adopted in Cyprus to ensure the continuation of dental education. The strategies used for online education in our faculty, the difficulties that were encountered, and future recommendations for e-learning were declared. Moreover, students' perception and satisfaction regarding online education model both for theoretical (120 students, response rate 78%) and practical lectures (220 students, response rate 82%) were investigated. With this regard, students were asked to answer reflective questions. Descriptive data were presented. A considerable number of the students stated that practical implementations should have been conducted F2F. Most of the students emphasised that online theoretical courses are more advantageous than F2F ones.