Comparison between Virtual and Traditional Learning Methods for Orthodontic Knowledge and Skills in Dental Students: A Quasi-Experimental Study

Interactive E-Learning Module: Enhancing Panoramic Radiograph Interpretation Skills of Dental Students

OBJECTIVES

Two interactive e-learning modules were developed, focusing on dental panoramic radiograph (DPR) interpretation and a virtual dental clinic (VDC) for communication skills. The aim of the study was twofold: to quantitatively evaluate the effectiveness of the modules in enhancing students' skills in interpreting DPRs and complying with reporting standards in clinical practice, and to qualitatively assess students' perceptions of the module's effectiveness.

METHODS

A mixed-methods cohort study was conducted over four weeks and included forty-five dental students in their final year. Students were assessed using objective structured radiographic interpretation and objective structured clinical examination assessments before (baseline) and after the e-learning modules. Student perceptions of the modules were evaluated quantitatively using an online questionnaire and qualitatively in focus group discussions. Quantitative data were analyzed using a Wilcoxon signed rank test. Qualitative data from focus group discussions were analyzed using thematic analysis.

RESULTS

After the modules, students' DPR interpretation skills improved for reporting radiographic findings (all p < 0.01), anatomical landmark identification (all p < 0.05), and pathology detection (all p < 0.05). Communication skills improved for reduced jargon usage (p < 0.01). Compliance with DPR reporting increased from 63.3% before to 81.3% after the module (p = 0.03). Students indicated positive perceptions of the modules, highlighted their flexibility, and provided reinforcement.

CONCLUSION

The e-learning modules with DPR and VDC significantly enhanced student skills in DPR interpretation and clinical communication. These findings support the integration of e-learning modules in dental curricula to improve diagnostic accuracy, knowledge retention, and communication skills.

Efficacy of typodont and simulation training in orthodontic education: a systematic review

This systematic review evaluates the efficacy of analogue and virtual typodont/simulation training in orthodontic education, focusing on its impact on clinical skills, motivation, and communication (PROSPERO ID# CRD42024560497). A comprehensive search across PubMed, the Cochrane Library, ERIC, and CINAHL identified 11 studies that examined various simulation-based learning approaches. The findings indicate that simulation-based training enhances short-term diagnostic accuracy, treatment planning, and practical skills in orthodontics, particularly in tasks such as bracket bonding and clinical reasoning. Simulations also fostered student engagement and motivation, bridging the gap between theoretical learning and practical application. However, challenges such as variability in simulation technologies, technical issues with advanced tools like VR, and the perception of increased workload were identified. While most students reported high satisfaction, the heterogeneity among study designs and training objectives limits generalizability. This review highlights the potential of simulation-based learning to enhance clinical preparedness in orthodontics and recommends further research to explore strategies for standardizing simulation tools, sustaining motivation, and evaluating long-term clinical outcomes.

YouTube Videos: A Learning Tool for Periodontology Education

Introduction Video-based learning has proved to be an effective tool for education and knowledge gain in all fields. YouTube is a free video-sharing website consisting of numerous educational and skill development videos; you can even create and upload your videos to share knowledge and experience with others. YouTube contains videos about simple button sewing to space rocket preparation. YouTube also contains dental education videos, particularly in the field of periodontology. Aim This study aimed to assess the effectiveness of YouTube videos as an educational tool in periodontology and evaluate the knowledge gained from these videos through a structured questionnaire. This investigation aimed to provide YouTube's potential as a supplementary resource for enhancing periodontology education. Material and methods This experimental, descriptive questionnaire-based study was conducted among 100 final-year dental undergraduate students. Student feedback and responses were gathered through a closed-ended structured questionnaire. A pre-test consisting of 30 questions was administered to assess students' knowledge before watching the videos. YouTube videos on periodontology topics, such as bone grafts, dental implants, and periodontal flaps, were circulated among selected students. The students were instructed to watch the selected videos, followed by a post-test with the same questions to evaluate their knowledge gain. The pre- and post-test responses were analyzed using a paired t-test in Statistical Product and Service Solutions (SPSS, version 24; IBM SPSS Statistics for Windows, Armonk, NY) software.  Results The mean score of the students in the pre-test was 6.74 ± 11.53, and that in the post-test was 25.64 ± 8.68, so the difference in the mean score of the pre-and post-tests was 18.90 ± 14.45 after watching YouTube videos on periodontology topics with a P-value (<0.0001), which shows significant knowledge gain. The majority of students (N = 80-90, 80-90%) showed interest in using YouTube videos for periodontology education. Conclusion This study demonstrates that YouTube videos are highly effective and well-received adjunctive educational tools for dental students, particularly in the field of periodontology. The high levels of satisfaction, knowledge gain, and engagement observed in this study suggest that integrating YouTube videos into the curriculum can significantly enhance the learning experience.

Flipped classroom orthodontic education for undergraduate dental students: A factor analysis study

INTRODUCTION

Dental schools have a primary responsibility to devise a curriculum that enhances students' confidence and knowledge in orthodontic case analysis. This study aims to compare the confidence levels and performance of undergraduate students in orthodontic case screening, moderated by faculty in a lecture-based format against their self-analysis of the same cases 1 year later, using a case-based and flipped learning approach.

MATERIALS AND METHODS

This study involved 100 fifth-year students. The same group received predoctoral orthodontics training through an instructor-centered, didactic approach in their fifth year and a case-based, student-centered, flipped classroom approach in their sixth year. At the end of each semester, the students completed an orthodontic case analysis and a self-reflection survey.

RESULTS

This study found no significant differences in diagnostic capabilities for orthodontic findings between the two methods studied. However, the self-evaluation survey data revealed an increase in students' confidence levels. This was specifically in terms of carrying out independent orthodontic case diagnosis, effectively communicating with orthodontic specialists, and their comfort in approaching orthodontic cases following the flipped classroom approach. Despite increased confidence in case diagnosis, the results showed that final-year students are uncertain about creating initial treatment plans and referring cases at an early stage.

CONCLUSION

Despite no observed improvement in students' orthodontic diagnostic abilities after another semester of student-centered learning, their confidence in diagnosing orthodontic cases was notably enhanced.

Comparison of virtual clinical scenario and role play in learning oral pathology among dental students

In oral pathology, virtual clinical scenario illustrating dentist-patient interactions can be utilized by both students and health professionals to deliver/gain knowledge and make clinical diagnosis of oral lesions. Role play is also an educational technique which is designed to engage and motivate students in classrooms. This study aimed to compare usefulness of virtual clinical scenario and role play in learning oral pathology among second-year dental students. The students were randomly divided to one of the two groups: virtual clinical scenario group (n = 50) and role play group (n = 50). Virtual clinical scenario group was provided with virtual clinical cases of oral lesions through Google Forms whereas role play group was exposed to virtual clinical cases of oral lesions through role playing activity. Both groups underwent assessments before and after the intervention. Students' perceptions on usefulness of both techniques in terms of diagnosis, visual parameters and impact on learning were evaluated by feedback questionnaire. Data were analyzed using Statistical Package for the Social Sciences version 27.0. Wilcoxon signed-rank test was used to compare pre-test and post-test scores. Additionally, the scores and students' responses from both groups were compared using the Mann-Whitney U test. A P-value of < 0.05 was set as statistically significant. Students in both groups showed significantly higher post-test scores compared to their pre-test scores (P < 0.001). However, the role play group outperformed the virtual clinical scenario group, with a significantly higher post-test score (P = 0.04). Furthermore, feedback concerning role play was significantly higher than that for the virtual clinical scenario across multiple aspects (P < 0.05). Our findings suggest that role play emerges as the preferred method, significantly enhancing dental students' learning experiences in oral pathology.

A comparison between the lecture and self-study methods on female students' awareness and attitudes about text neck syndrome

BACKGROUND

Text Neck Syndrome (TNS) is a common issue in the neck. The emergence of such issues makes it more pressing to offer ergonomic training to prevent their consequences. The present study aimed to compare training through the lecture and Self-Study methods awareness and attitudes about the TNS.

MATERIALS AND METHODS

The study was conducted on 94 female high-school students in 2021, and a quasi-experimental methodology was implemented. The participants were randomly divided into a lecture method and a self-study group. A researcher-made questionnaire was utilized for data collection to measure the participants' attitudes and awareness. The data were analyzed according to descriptive and inferential statistics.

RESULT

The findings showed that the mean post-test scores of the participants' awareness in the lecture method and self-study groups were 8.74 and 5.83, respectively, and a significant increase was observed in the post-test scores of the lecture method group. However, no significant difference was observed between the pre-test and post-test attitude scores of the two groups.

CONCLUSION

As training by the use of the lecture method in a webinar format has the characteristics of a traditional and online educational simultaneously, it offers an advantage that can be utilized in educational institutions as a complementary (or even an independent) method. Moreover, the experts in medical informational sciences need to accompany training groups as they are responsible to select and prepare credible content materials for audiences.

Changes in rehabilitation students' clinical placement and clinical competence at graduation during the COVID-19 pandemic: A pilot study

BACKGROUND

The COVID-19 pandemic has affected physical and occupational therapist education in various ways.

OBJECTIVE

This study investigated whether the pandemic changed clinical placement, thus influencing the clinical competence of physical and occupational therapists at a hospital in Japan.

METHODS

Eleven therapists (seven physical and four occupational) participated in this study in April 2021. Clinical placement teaching methods were surveyed using an online questionnaire. The Objective Structured Clinical Examination (OSCE), comprising attitudinal and technical items, was used to examine clinical competence. The results were calculated as the sum of the attitudinal and technical scores, and the ratios of these scores to the full score were compared using a paired-sample Wilcoxon signed-rank test.

RESULTS

During the pandemic, some schools implemented shortened practical clinical placements. The substituted classes included online-only classes and combined online and face-to-face classes. Regarding clinical competence, scores on the OSCE were mostly high. The median proportion of the total attitudinal score to the perfect score was 100% for all three items (range-of-motion test, muscle strength test, Stroke Impairment Assessment Set). The median proportion of the total technical score to the perfect score ranged from 56.7% to 76.7% for the three items. The ratio of the total attitudinal score to the full score was significantly higher than that of the total technical score to the full score (p = 0.001).

CONCLUSIONS

Most clinical placements were canceled or partially administered through online learning during the pandemic. This decrease in clinical placements did not affect newly recruited physical and occupational therapists' clinical competence.

A comparison of online and face-to-face modalities in endodontic preclinical education: A retrospective study

PURPOSE

The aim of this study was to evaluate the competency of undergraduate students in following the principles of access cavity preparation and the radiographic quality of root canal filling in maxillary molar teeth in either online or face-to-face education courses during the novel coronavirus disease 2019 (COVID-19) pandemic.

METHODS

A total of 178 extracted maxillary molar teeth that underwent endodontic dental treatment by undergraduate students who completed the endodontic preclinical practice course online or face-to-face during the COVID-19 pandemic were retrospectively analyzed. A visual access cavity examination determined the form, width of the cavity, deroofing of the pulp chamber, and the presence of a perforation. Root canal fillings were examined radiographically on periapical radiographs for length, homogeneity, taper, and the presence of iatrogenic defects. Statistical analysis was performed using the chi-square test.

RESULTS

The incidence of incorrect form, wide cavities, and perforation was statistically higher in the online group than in the face-to-face group (p < 0.05). It was determined that root filling length and homogeneity were more successful in the face-to-face group (p < 0.05). When evaluated for iatrogenic errors, the presence of broken instruments was found to be significantly higher in the online group (p < 0.05). There was no significant difference between the groups in other iatrogenic errors and the taper of the root canal filling (p > 0.05).

CONCLUSION

The students who underwent face-to-face education were more successful in accessing cavity preparation and root canal fillings than the students who undertook online education.

Method for Assessing the Influence of Phobic Stimuli in Virtual Simulators

In the organizing of professional training, the assessment of the trainee's reaction and state in stressful situations is of great importance. Phobic reactions are a specific type of stress reaction that, however, is rarely taken into account when developing virtual simulators, and are a risk factor in the workplace. A method for evaluating the impact of various phobic stimuli on the quality of training is considered, which takes into account the time, accuracy, and speed of performing professional tasks, as well as the characteristics of electroencephalograms (the amplitude, power, coherence, Hurst exponent, and degree of interhemispheric asymmetry). To evaluate the impact of phobias during experimental research, participants in the experimental group performed exercises in different environments: under normal conditions and under the influence of acrophobic and arachnophobic stimuli. The participants were divided into subgroups using clustering algorithms and an expert neurologist. After that, a comparison of the subgroup metrics was carried out. The research conducted makes it possible to partially confirm our hypotheses about the negative impact of phobic effects on some participants in the experimental group. The relationship between the reaction to a phobia and the characteristics of brain activity was revealed, and the characteristics of the electroencephalogram signal were considered as the metrics for detecting a phobic reaction.

Analysis of female pre-clinical students' readiness, academic performance and satisfaction in online learning: an assessment of quality for curriculum revision and future implementation

BACKGROUND

The acceptance of online courses by medical and dental students, especially during the coronavirus disease 2019 crisis, is substantial, as reported in various studies. However, the unfavourable online learning experiences of the students during the pandemic were also highlighted. As the teaching-learning process is returning to the "new normal," it is necessary to identify online learning domains implemented during the pandemic crisis that may be applied in pre-clinical courses in the future.

METHODS

A validated Student Online Learning Readiness questionnaire assessed pre-clinical students' online learning competence. Students' academic performance in face-to-face post-pandemic was compared with their performance in online settings during the pandemic crisis. Students' satisfaction with online learning was evaluated using a self-made survey questionnaire. Descriptive statistics, the t-test, and multiple regression analysis were used to analyze the data gathered with a p-value ≤ 0.05 considered statistically significant.

RESULTS

Except for social skills with classmates and groupmates, in which 47.5% of respondents indicated unreadiness, most students were prepared for online learning. Theory-wise, online learners outperformed traditional learners, but the difference was insignificant. In contrast, students' practical skills in face-to-face modality are significantly higher (p = 0.029). Students rated their satisfaction with online learning higher for interactions with instructors and staff and lower for interactions with classmates and group mates and skill acquisition.

CONCLUSION

Providing high-quality pre-clinical online teaching was achieved for theoretical components but not practical skills acquisition. Students' social engagement with peers is one of the key elements crucial to online learning success. Academic leaders and curriculum developers must recognize potential gaps as they transition to online learning.

Effective Patient-Dentist Communication with a Simulation System for Orthodontics

Orthodontic treatment is a common dental treatment. A complete treatment often takes several years and is costly. In order to increase the degree of satisfaction and reduce the gap between the expectations of the patient and the limitations of orthodontics, orthodontists and patients should have sufficient communication. A simulation system can provide a good channel for communication between orthodontists and patients. This paper proposes a 3D dentist-patient communication system for the simulation of orthodontics in advance. The system collects the clinical paradigms of orthodontic cases, which must contain photos from before, during, and after maxillofacial treatment. This research simulates treatment processes by tuning a 3D virtual model of the oral and maxillofacial areas, including the face, mouth, and teeth, to demonstrate the processes of clinical paradigms. These 3D models could be edited and synthesized to generate new 3D models for simulation with the 3DS Max tool. In addition, the proposed system provides a function for the orthodontist to manually operate the 3D virtual model, such as tooth arrangement, morphing of the gums with movement of the teeth, the placement (attachment) of arch-wires and brackets, and changes of facial appearance. The orthodontist can demonstrate the treatment processes, show movements of the teeth, and answer possible questions from the patient about the treatment processes by using the 3D model. To show the effectiveness of the proposed system, a questionnaire about the system was also used to demonstrate its acceptance, usability, and validity. Qualitative interviews with dentists and questionnaires for patients about the system are both performed. The results showed that the proposed system is an effective vehicle for communication between patients and orthodontists.

Current status of undergraduate orthodontic education in Canada

PURPOSE

This study evaluated teaching hours and mode of instruction of undergraduate orthodontic education dental students in Canada receive, changes implemented by each educational dental institution (EDI) in response to the COVID-19 pandemic, and plans for mode of orthodontic education delivery post-COVID-19.

METHODS

An electronic survey was administered to the program directors of undergraduate orthodontics at each EDI to reveal details regarding the (i) time and details of didactic, preclinical, and clinical experience provided to students and (ii) perceptions of undergraduate program directors about the adequacy of the current curricula.

RESULTS

All 10 Canadian EDIs participated in the survey during the year 2021. Most EDIs deliver their orthodontic curricula beginning in the second year of the program (7, 70.0%), continuing through third (7, 70.0%) and fourth (6, 60.0%) years. The number of hours of didactic, preclinical, and clinical instruction varied by as much as 50 h per academic year across different EDIs. In response to the COVID-19 pandemic, almost all EDIs (9, 90.0%) maintained the same amount of didactic lecture time yet most switched to synchronous (5, 50.0%) or asynchronous (3, 30.0%) online delivery format. Most EDIs (8, 80.0%) indicated the quality of education was maintained during the pandemic.

CONCLUSIONS

There exists significant variation in undergraduate orthodontic time allotment among Canadian EDIs. During the COVID-19 pandemic, most Canadian EDIs maintained a consistent amount of teaching hours while transitioning to some form of online course delivery. Most program directors indicated they believed students received the same quality of education after the change in mode of course delivery. The future of undergraduate orthodontic education will likely continue the accelerated trend toward online education.

Enabling Virtual Learning for Biomechanics of Tooth Movement: A Modified Nominal Group Technique

Virtual learning is a medium that can enhance students' understanding of a specific topic. The emergence of the COVID-19 pandemic provided an opportunity for dental education to shift from traditional learning to blended learning as it began to utilize technology to help students study effectively. In this study, we collaborated with experts in the field of dentistry to reach a consensus about which topics are appropriate to include in the virtual learning module about the biomechanics of tooth movement. We convened a panel of five experts who had a minimum of two years of experience in teaching orthodontics and introduced them to the Nominal Group Technique (NGT), which is a well-established, organized, multistep, assisted group meeting technique for generating consensus. The following ten key topics were identified for inclusion in the module: physiology of tooth movement; tooth movement-definition, type, theory, indications; force systems; anchorage; fixed appliances; biomaterials related to tooth movement; removable appliances; factors affecting tooth movement; iatrogenic effect of tooth movement; and current advances and evidence regarding tooth movement. The modified NGT approach led to the development of a ranked thematic list of the topics related to the biomechanics of tooth movement that can be delivered to students via virtual learning.

Online vs. traditional learning: A comparative analysis of student's responses during COVID-19

BACKGROUND

The coronavirus 2019 (COVID-19) pandemic had a major impact on the educational institutes globally and resulted in the transition from traditional educational systems to online electronic learning methods.

OBJECTIVE

This study endeavored to address and compare the dental student's understanding regarding the Oral Biology course by assessing their knowledge and skills between the students enrolled during 2020 (online teaching) and 2021 (face-to-face teaching). This study also aimed to assess the perception of dental students regarding the virtual mode of teaching.

METHODS

This quasi-experimental study evaluated students from two years, in which a retrospective group of dental students enrolled during the academic year 2020 were compared with a prospective experimental group enrolled during the academic year 2021. Knowledge and skills for both years were compared. This comprised of theoretical and practical component. Students also completed a questionnaire that assessed student's perception regarding online teaching.

RESULTS

A total of 98 students of Bahria University Dental College participated. A comparison between grade scores of online and traditional learning groups reported statistically significant differences (p = 0.05*) with regards to short answer question types, viva or verbal questions (p = 0.016*). Strong correlations were observed via the multivariable analysis. All correlations were statistically significant at p < 0.01 level. Learning satisfaction was not satisfactorily observed by the online learning group.

CONCLUSION

It can be concluded that despite the disruption that the educational sector had to face due to the COVID-19 pandemic, based on the differences in the subjective domain scores, students appeared to like on-campus teaching more than the online teaching, as most students found online learning to be stressful and were quite unsatisfied. However, the difference in mode of teaching did not affect the knowledge and skills of the dental students.

Insight on the influence of technology-enhanced learning in orthodontics' education: A systematic review

OBJECTIVES

Technology-enhanced learning (TEL) provides a pliable and current way to present orthodontic curriculum material to students. This review aimed to assess the effectiveness of TEL compared with traditional learning methods in the field of orthodontics.

MATERIALS AND METHODS

The search comprised randomised controlled trials (RCTs) related to orthodontics' interactive learning from the following databases: PubMed, Scopus, CENTRAL, Psyclnfo, ERIC, Web of Science, Dissertations and Theses Global. Two authors performed the screening, data extraction and assessed risk of bias using the Cochrane tool (Rob 2) blindly and in duplicate. Kirkpatrick's 4-level evaluation model was used to evaluate educational outcomes.

RESULTS

A total of 3131 records were identified of which 11 RCT were included. On level 1 (Reaction), students had a positive attitude towards TEL. On level 2 (Learning), included studies did not report any significant knowledge improvement when TEL was compared with traditional learning strategies. One study assessed level 3 (Behaviour), where students felt that flipped classroom learning created feelings of greater confidence. On level 4 (Results), most studies suggested that TEL tools are as equally effective in imparting information as traditional tools and recommended that both methods should be considered in teaching students.

CONCLUSION

Technology-enhanced learning techniques might have the potential to enhance educational outcomes in orthodontic education and students seem to enjoy the implementation of technology in the learning process. These educational tools should be used as an adjunct to the traditional didactic classroom, and not as a replacement, due to the challenges encountered with their application.

Comparison of Digital Interactive Case-Based Educational Resource with Virtual Role Play in Dental Undergraduates in Clinical Oral Medicine/Oral Pathology Education

Case-based learning has always been a key element of dental education and the incorporation of technology into the concept became increasingly important during the COVID-19 pandemic. This study aimed to compare the effectiveness of a virtual interactive case resource in oral medicine/oral pathology, Virtual Oral Medicine Clinic (VOMC), with the virtual role play among third-year dental undergraduates. Fifty-one students were randomly assigned into two groups and the control group was subjected to a role play activity, whereas the experimental group was provided with VOMC. Both groups were assessed with an objective structured clinical examination (OSCE) before and after the intervention. Students’ self-perceived usefulness of the interventions was evaluated by a questionnaire and randomly selected students were invited for focus group discussions. Data were analysed using the Wilcoxon signed-rank test and the Mann−Whitney U test. Descriptive statistics were used to analyse student responses. Students in both groups demonstrated significant improvement (p < 0.001) in the post-test compared to the pre-test. Students in the experimental group demonstrated higher overall scores (p < 0.001) when compared to the control group. Though both methods were received favourably by the students, role play was more positively perceived when compared to digital resource. Though VOMC was shown to improve student scores, the perception of VOMC was not quantitatively superior to the role play activity. Hence VOMC can be recommended as an adjunct tool to enhance learning in oral medicine in undergraduate dental students.

Sustainable Distance Online Educational Process for Dental Students during COVID-19 Pandemic

In this study, we evaluated the perception of distance online learning in undergraduate dental students in two different European countries during the second lockdown of the COVID-19 pandemic to explore sustainable undergraduate educational and examination e-learning forms. Dental students from Dental school of Athens, National and Kapodistrian university of Athens (N1_3rd preclinical year = 131, N2_4th clinical year = 119) and Dental school of Copenhagen (3rd preclinical year N3 = 85) completed the mixed-designed Dental e-Learning process Questionnaire (DeLQ) distributed in a google form. Responses to closed-ended questions were collected on a five-point Likert scale. Descriptive statistics were applied, and non-parametric Kruskal-Wallis tests were used to examine student groups. N1 (90% strongly agree) students reported that "e-learning is a suitable education method for theory in dentistry" at a significant level and more often than N2 (43% strongly disagree). N1 and N2 students strongly agreed that they preferred face-to-face teaching rather than distance e-learning. A relatively low number of N1 (31%) students believed that e-learning prepares them sufficiently for their practical training while none of the (0%) N2 cohort agreed. A low percentage of students in both years (N1 = 31%, N2 = 23%) believed that e-learning prepared them for their exams. Additionally, N1 = 60% and N2 = 66% preferred hybrid learning. Only 26% (N1) and 19.5% (N2) desired e-learning to continue after the COVID-19 pandemic. Nearly half of the participants believed the online exam model to be unreliable (N1 = 49%, N2 = 43%). Overall, students considered distance e-learning as an educational method applicable only to theoretical lessons. However, the lack of physical communication and interaction in distance learning led students to prefer a blended method. Students of the two faculties seemed to agree on many points, but there were also specific differences attributable to the differences in the programs and educational culture of the two countries.

Impact of COVID-19 Pandemic on Medical Education: A Cross-Sectional Study in the Western Region of Saudi Arabia

BACKGROUND

As the Coronavirus Disease 2019 (COVID-19) outbreak has made a tremendous impact on medical education and healthcare institutions, we aimed to measure effects of online classes on medical students' comprehension in comparison with attending campus classes during the COVID-19 pandemic.

METHODS

A cross-sectional survey has been conducted between September 2020 and June 2021 in the western region of Saudi Arabia. The Convenience sampling technique was conducted to collect the data from medical students in their basic and clinical years, using a questionnaire that involved 45 multiple-choice and multiple-answer questions.

RESULTS

Out of 3700 questionnaires, 922 completed the questionnaires from 11 different medical schools. Umm AL-Qura University had the highest response rate with 232 responses (25.2%), followed by King Abdulaziz University with 186 responses (20.2%). The majority of institutions preferred Blackboard and Zoom as platforms for e-learning. A total of 355 (38.5%) believed that it resulted in higher academic achievement, whereas 555 (60.2%) of students believed the limitation of clinical access was one of the biggest disadvantages of e-learning. Overall, 518 (56.2%) of students did not want to continue using e-learning on its own in the future. Whereas 668 (72.5%) wished to keep using e-learning in combination with traditional learning.

CONCLUSION

According to our findings, advantages of e-learning vary among students. Most of the students thought e-learning to be an interactive system that provides a learning opportunity. In contrast, many of the students believed that there were many disadvantages regarding online teaching methods.

How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia

The paper outlines the adverse consequences and challenges induced by COVID-19 pandemic for the whole world and for universities in particular. The example of Constantine the Philosopher University in Nitra illustrates the difficulties and challenges caused by the pandemic in relation to the two main activities arising from the university mission-teaching and research. It presents some particular aspects of the university activities adversely affected by COVID-19 and shares the measures to minimize the resulted damages. Furthermore, it demonstrates that, despite complications induced by COVID-19, teaching, research, and international cooperation have been successfully continued.