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Impact of COVID-19 on theoretical knowledge and clinical practice in dentistry of Piracicaba Dental School students
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Keywords

Coronavirus
COVID-19
Teaching
Dentistry
Distance education
Operative dentistry

How to Cite

1.
Linarelli JC, Anjos HA dos, Lima DANL. Impact of COVID-19 on theoretical knowledge and clinical practice in dentistry of Piracicaba Dental School students: a cross-sectional study. Braz. J. Oral Sci. [Internet]. 2024 Mar. 10 [cited 2024 Jun. 16];23(00):e240735. Available from: https://periodicos.sbu.unicamp.br/ojs/index.php/bjos/article/view/8670735

Funding data

Abstract

Aim: To assess the opinion of the students on the impact of COVID-19 pandemic on theoretical knowledge and clinical practice in dentistry at the Piracicaba Dental School – FOP/UNICAMP. Methods: A questionnaire was applied using the Google Forms platform, containing 20 questions related to the impacts of the pandemic on knowledge, mental health, and clinical and laboratory practice of dentistry. The satisfaction of the students with teaching was also evaluated. A total of 120 questionnaires were analyzed using R software, through tables and graphs of absolute and relative frequencies distribution. Results: COVID-19 affected the lives of 99% students who participated in the study. Due to distance learning resulting from the COVID-19 pandemic, 50% of the students considered locking or dropping out of college. Operative dentistry was the curricular component most affected by distance and lack of clinical practice. Although most students agreed that the workload of practical disciplines was or would be replaced, 95% felt some kind of deficit in clinical and laboratory practice even with the replacement of the workload. In addition, 93.3% of the students were afraid of not becoming a qualified professional due to the deficiencies on theoretical knowledge and clinical practice caused by the pandemic. Conclusions: Students showed dissatisfaction with the deficiency of clinical and laboratory practice resulting from the pandemic in operative dentistry curricular component. They reported fear and insecurity with their future professional lives. The indication of remote classes for dentistry should only be carried out in emergencies because this is an essentially practical course that suffers losses in learning.

https://doi.org/10.20396/bjos.v23i00.8670735
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References

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Copyright (c) 2024 Jéssica Cristine Linarelli, Hemanuelly Albuquerque dos Anjos, Débora Alves Nunes Leite Lima

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