Academic performance and attitudes of dental students impacted by COVID‐19. Issue 7 (1st February 2022)

• Record Type: Journal Article
• Authors: Hayes, Christina; Mears, Michael; Rowan, Sean; Dong, Fanglong; Andrews, Elizabeth
• Is Part Of: Journal of dental education. Volume 86:Issue 7(2022)
• Page Start: 874
• Page End: 882
• Publication Date: 2022-02-01
• Subjects: attitudes -- dental education -- knowledge -- practice academic test performance; Dentistry -- Study and teaching -- Periodicals; Dentistry -- Study and teaching; Education, Dental; Dentisterie -- Étude et enseignement -- Périodiques; Tandheelkunde; Onderwijs; Periodicals; Periodical; Electronic journals; 617.6007
• DOI: 10.1002/jdd.12897
• Languages: English
• ISSNs: 0022-0337

Abstract

Abstract: Objectives: Previous studies only focused on attitudes and behaviors of US dental students without examining direct effects of the COVID‐19 pandemic on academic performance. This study examined effects of COVID‐19 pandemic on dental students' academic performance, self‐reported attitudes, behavior, and service utilization. We hypothesized that the pandemic provided more beneficial learning environments. Methods: This mixed study design implemented a cross sectional survey with retrospective extraction of students' academic grades. A survey of 274 predoctoral students assessed self‐reported attitudes/behaviors and service utilization. First year Doctor of Dental Medicine (DMD1) 2021–2024 students' academic performance data were extracted. Independent t ‐test and chi‐square crosstab analyses were conducted assessing differences between pre‐COVID and post‐COVID cohorts. Results: Participants' academic grades identified statistically significant associations between pre‐/post‐COVID grades in five of 12 DMD1 courses. Grade percentages identified increased average grades in four of 12 DMD1 courses, with one of 12 courses demonstrating decreased grade percentage. Half of survey participants were female ( n = 37/72, 51.4%), 79.2% were 25–34 years old, and 44.4% ( n = 32) were DMD 2024. About 1/5 (20.8%, n = 15) sought counseling/therapy. Students agreed staying home allowed more time to study (66.7%, n = 48), while 59.2% ( n = 42) reported increased financial concerns. A majority reported lacking in‐person group studying decreased performance, and 55.6% ( n = 40) reported feeling depressed. Conclusion: Students performed better overall in courses delivered remotely with clinical application and team‐based engagement. Students performed equally overall; however, the majority had concerns regarding finances, group studying, and mental health challenges. This highlights the need for more readily available resources at institutions.