How COVID-19 Has Changed Dental Education
This article is a shortened version of content published in the latest issue of AGD Impact. Read the full article.
COVID-19 has had a profound impact on the next generation of dentists and the educational institutions responsible for training them. The dental school application process, graduation and everything in between have been forced to adapt to the reality of the pandemic. Over the course of the last year, students and faculty have struggled with isolation, uncertainty and reduced time in the clinic. Other changes, like leveraging technology and developing a hybrid model of education, show promise and could endure beyond COVID-19.
As the profession continues to adapt and find solutions, what does the changing world of dental education mean for schools, students, graduates and prospective employers?
The Application Process
Along with extending application deadlines, some dental schools, like the University of Illinois-Chicago (UIC) College of Dentistry, have allowed students to submit pass/fail grades to meet some prerequisite requirements. Despite these challenges, the number of dental school applicants is up this year, making the process even more competitive. While the exact reason for the increase is uncertain, it is possible that the increased attention paid to careers in healthcare could be responsible.
Virtual Learning
Didactic learning is in many ways a good fit for virtual platforms, not discounting the behind-the-scenes effort and logistics to make the content virtual. Virtual platforms can accommodate lectures for hundreds of attendees as well as small group learning sessions. While in-person didactic instruction does have clear advantages, educators are finding the upside to virtual learning.
When exams enter the picture, the virtual environment can become thornier. Prior to the pandemic, students would be required to take exams in carefully controlled classrooms and testing centers. The opportunities for dishonesty were minimal. With students and faculty in separate locations and tests administered online, concerns over cheating increase.
Clinical Training
Simulations and manikins played an important role in dental education before the pandemic, and schools found creative ways to employ them this past year. The Midwestern University (MU) College of Dental Medicine–Illinois set up a contactless way to give students typodonts to work on remotely. Students drove to the clinic where staff would place the typodont, mount and handpieces in the trunks of their cars. “They got everything they needed to do care. The teeth came back, and they were graded,” said Larry N. Williams, DDS, MPH, MAGD, ABGD, associate professor at MU.
While dental schools have looked to be as innovative and flexible as possible during this time, there is little doubt that the pandemic has taken its toll on clinical training. “We do the best we can, but we aren’t seeing nearly the number of patients as we used to, and it’s a struggle for all of us to meet graduation requirements,” said Dan Yang, a fourth-year student at the University of Maryland School of Dentistry.
A Hybrid Model
With asynchronous, recorded lectures, students can go back and review the material at a time that works with their schedules. Being able to access recorded lectures could also help students match their learning style to the material. “Some people are visual learners, some are auditory learners, and some are scientific learners,” said Williams. “I think we are actually reaching students at a better level than we were before.”
Reduced class sizes, a necessity during the pandemic, have changed student-to-faculty ratios. These smaller, in-person classes could be a consideration going forward. Of course, this will mean a different approach to scheduling, and faculty members will often be teaching the same curricula to different classes in the same day. “I think we should keep this,” said Williams. “It may be harder to schedule, but it has some fantastic outcomes.”
Student Concerns
The quality of the education provided is a significant concern for dental students. Schools have done their utmost to maintain quality while reworking curricula to prioritize the safety of faculty and students. Students have largely been able to adapt to the necessary changes. At the UIC College of Dentistry, Toni M. Roucka, RN, DDS, MA, associate dean for academic affairs and associate professor, sees students’ grades and clinical progress as a positive sign of how the school has been able to deliver its curriculum during this difficult time.
To make up for time lost during the complete shutdown of clinics, many students needed to attend condensed clinical learning sessions. Once clinics reopened, reduced capacity and other safety protocols meant less time with patients. “Due to the three- to four-month shutdown in what should be the most productive time of fourth year, I personally feel like I missed opportunities to train and learn as a student,” said Yang.
Job Prospects
From the employer perspective, concern is understandable, but dental schools and students are working hard in a challenging environment that has left no profession untouched. “I do think that some practitioners are concerned about the lack of experience because of COVID. It is obvious no one has been in the clinic as much as they usually are,” said Bruce L. Cassis, DDS, MAGD, AGD president. “But I have great faith in our dental educators. They are probably sweating bullets trying to get students the experience they need.”
While new graduates may have more to learn when they enter the job market, their experience in that regard is not unique. “Let’s face it: Everyone has a lot to learn when they come out of dental school,” said Connie L. White, DDS, FAGD, immediate past president of AGD and associate professor, interim associate dean for clinical programs and assistant dean for community relations and communication at the University of Missouri-Kansas City School of Dentistry. Dental schools, like the UIC College of Dentistry, are working closely with prospective employers to help prepare students for what comes after graduation. “We just had a virtual career fair. Many of the employers in attendance, such as larger group practices, have developed virtual seminars or workshops where they can engage the students,” said Darryl D. Pendleton, DMD, associate dean for student affairs and diversity, director of the Urban Health Program and clinical associate professor at UIC.
The Future of Dental Education
Many aspects of our lives will be irrevocably changed by COVID-19, but change does not have to be negative. Despite physical distancing, the pandemic has in some ways improved communication. Dental schools across the country have shared their experiences and lessons learned with one another.
Carrie Pallardy is a freelance writer and editor based in Chicago. To comment on this article, email impact@agd.org.
COVID-19 has had a profound impact on the next generation of dentists and the educational institutions responsible for training them. The dental school application process, graduation and everything in between have been forced to adapt to the reality of the pandemic. Over the course of the last year, students and faculty have struggled with isolation, uncertainty and reduced time in the clinic. Other changes, like leveraging technology and developing a hybrid model of education, show promise and could endure beyond COVID-19.
As the profession continues to adapt and find solutions, what does the changing world of dental education mean for schools, students, graduates and prospective employers?
The Application Process
Along with extending application deadlines, some dental schools, like the University of Illinois-Chicago (UIC) College of Dentistry, have allowed students to submit pass/fail grades to meet some prerequisite requirements. Despite these challenges, the number of dental school applicants is up this year, making the process even more competitive. While the exact reason for the increase is uncertain, it is possible that the increased attention paid to careers in healthcare could be responsible.
Virtual Learning
Didactic learning is in many ways a good fit for virtual platforms, not discounting the behind-the-scenes effort and logistics to make the content virtual. Virtual platforms can accommodate lectures for hundreds of attendees as well as small group learning sessions. While in-person didactic instruction does have clear advantages, educators are finding the upside to virtual learning.
When exams enter the picture, the virtual environment can become thornier. Prior to the pandemic, students would be required to take exams in carefully controlled classrooms and testing centers. The opportunities for dishonesty were minimal. With students and faculty in separate locations and tests administered online, concerns over cheating increase.
Clinical Training
Simulations and manikins played an important role in dental education before the pandemic, and schools found creative ways to employ them this past year. The Midwestern University (MU) College of Dental Medicine–Illinois set up a contactless way to give students typodonts to work on remotely. Students drove to the clinic where staff would place the typodont, mount and handpieces in the trunks of their cars. “They got everything they needed to do care. The teeth came back, and they were graded,” said Larry N. Williams, DDS, MPH, MAGD, ABGD, associate professor at MU.
While dental schools have looked to be as innovative and flexible as possible during this time, there is little doubt that the pandemic has taken its toll on clinical training. “We do the best we can, but we aren’t seeing nearly the number of patients as we used to, and it’s a struggle for all of us to meet graduation requirements,” said Dan Yang, a fourth-year student at the University of Maryland School of Dentistry.
A Hybrid Model
With asynchronous, recorded lectures, students can go back and review the material at a time that works with their schedules. Being able to access recorded lectures could also help students match their learning style to the material. “Some people are visual learners, some are auditory learners, and some are scientific learners,” said Williams. “I think we are actually reaching students at a better level than we were before.”
Reduced class sizes, a necessity during the pandemic, have changed student-to-faculty ratios. These smaller, in-person classes could be a consideration going forward. Of course, this will mean a different approach to scheduling, and faculty members will often be teaching the same curricula to different classes in the same day. “I think we should keep this,” said Williams. “It may be harder to schedule, but it has some fantastic outcomes.”
Student Concerns
The quality of the education provided is a significant concern for dental students. Schools have done their utmost to maintain quality while reworking curricula to prioritize the safety of faculty and students. Students have largely been able to adapt to the necessary changes. At the UIC College of Dentistry, Toni M. Roucka, RN, DDS, MA, associate dean for academic affairs and associate professor, sees students’ grades and clinical progress as a positive sign of how the school has been able to deliver its curriculum during this difficult time.
To make up for time lost during the complete shutdown of clinics, many students needed to attend condensed clinical learning sessions. Once clinics reopened, reduced capacity and other safety protocols meant less time with patients. “Due to the three- to four-month shutdown in what should be the most productive time of fourth year, I personally feel like I missed opportunities to train and learn as a student,” said Yang.
Job Prospects
From the employer perspective, concern is understandable, but dental schools and students are working hard in a challenging environment that has left no profession untouched. “I do think that some practitioners are concerned about the lack of experience because of COVID. It is obvious no one has been in the clinic as much as they usually are,” said Bruce L. Cassis, DDS, MAGD, AGD president. “But I have great faith in our dental educators. They are probably sweating bullets trying to get students the experience they need.”
While new graduates may have more to learn when they enter the job market, their experience in that regard is not unique. “Let’s face it: Everyone has a lot to learn when they come out of dental school,” said Connie L. White, DDS, FAGD, immediate past president of AGD and associate professor, interim associate dean for clinical programs and assistant dean for community relations and communication at the University of Missouri-Kansas City School of Dentistry. Dental schools, like the UIC College of Dentistry, are working closely with prospective employers to help prepare students for what comes after graduation. “We just had a virtual career fair. Many of the employers in attendance, such as larger group practices, have developed virtual seminars or workshops where they can engage the students,” said Darryl D. Pendleton, DMD, associate dean for student affairs and diversity, director of the Urban Health Program and clinical associate professor at UIC.
The Future of Dental Education
Many aspects of our lives will be irrevocably changed by COVID-19, but change does not have to be negative. Despite physical distancing, the pandemic has in some ways improved communication. Dental schools across the country have shared their experiences and lessons learned with one another.
Carrie Pallardy is a freelance writer and editor based in Chicago. To comment on this article, email impact@agd.org.