Perceptions Of Dental Students Research Articles

Pre-doctoral dental students' knowledge, training, perceptions, and attitudes regarding obesity and treatments: A survey study.

The aims of this study were to assess first-year predoctoral dental students' knowledge, training, perceptions, and attitudes on obesity and to compare knowledge, perceptions, and attitudes before and after attending an educational presentation. A presentation explaining the impact of obesity and its treatments on oral health was developed and presented to first-year predoctoral dental students (D1's) in the Doctor of Dental Medicine program. Before ("pre") and after ("post") the presentation, attending students were given the opportunity to take an anonymous and voluntary survey. Questions on the survey covered topics on knowledge, training, perceptions, and attitudes about obesity. Thirty-four of the 213 students in the course (response rate=16.0%) attended the presentation and completed both the pre- and post-surveys. Most participating students reported receiving 0-5h of education on obesity since starting their dental education. Regarding pre-survey answers to knowledge-based items, the percentage of students answering, "strongly agree" (representing the greatest knowledge level) ranged from 5.9% to 61.8% across items. Significant improvements from pre- to post-survey were observed for all knowledge-based items except a statement that obesity is associated with serious medical conditions. Significant improvements were also found for perception-based items asking about accommodations for patients and the importance of assessing dietary habits. Additionally, at post-survey, students reported significantly less discomfort asking about dietary habits and weight loss medications. Dental curricula policy makers and developers should consider the incorporation of obesity and its treatments, with nutrition experts teaching the content.

A comparative analysis of online learning versus face-to-face learning approach in problem based learning in dentistry.

Problem-based learning (PBL), a student-centered approach which has been implemented in many educational institutes worldwide. This study aimed to evaluate and compare the proficiency of students in 5 key areas of PBL process and assess perceptions of students towards PBL learning using a self-explanatory questionnaire. This cross-sectional study was conducted from March 2020 to September 2022 and evaluated perceptions of 1st year dental students of Batch 2021 (having Face-to-face PBL sessions) and batch 2020 (having online PBL sessions) using a questionnaire. Three similar PBL cases were used, which assessed PBL parameters that included attendance, group dynamics, knowledge, communication skills and preparation. Statistical analysis was performed for all the categorical and continuous variables. Majority of Distance Learning (DL) group (66.7%) concurred that PBL helped improve their communication skills, decision making power (66.7%), self-directed learning (80%) and promoted interaction with peers (66.7) and teachers (68.9%). The Face -to- Face (FF) group demonstrated better scores (7.7±2.42 & 7.55±2.55) with respect to their attendance and group dynamics (7.44±2.17 & 8.02±2.40) in PBL 1 & 3 as compared to DL group. Overall, better performance in all the 5 key areas of PBL was observed for the FF group versus the DL group. The Distance learning (DL) group displayed a positive attitude and perception towards PBL as a learning strategy whereas Face-to-face (FF) group showed greater performance and proficiency in the key PBL parameters scores.

“Development and Validation of Professionalism, Perception, Fear, and Anxiety Assessment Scale of Dental Students about Dentistry After Outburst of Covid-19 And Its Variant.”

“Development and Validation of Professionalism, Perception, Fear, and Anxiety Assessment Scale of Dental Students about Dentistry After Outburst of Covid-19 And Its Variant.”

Metacognition in oral health education: A pedagogy worthy of further exploration

Aim This study aimed to investigate the perceptions of dental students and teachers about introducing metacognition pedagogy within an established clinical professional curriculum to provide primary data informing its feasibility. Methodology and method A qualitative study using phenomenography methodology was undertaken as part of a master’s dissertation. Semi-structured interviews were conducted on 16 participants which included 9 clinical teachers and 7 dental students. Findings Metacognition pedagogy was positively perceived by most of the participants as being beneficial to students’ learning in oral health education. A few reported some negativity. All participants identified some challenges to be addressed if a metacognition pedagogy was to be implemented in the undergraduate curriculum. Conclusion According to the perceptions of most participants in the study, metacognition emerged as a potential factor in improving student learning and exam performance, and facilitating the development of critical thinking, professionalism, and clinical skills. In the context of rigorous, demanding, and challenging courses, and recognising the complexities and uncertainties inherent in health professional working environments, metacognition emerges as a valuable tool, fostering self-awareness, regulation, and adaptability. Ultimately, metacognition has the capability to shape more adept learners and clinicians, yielding benefits for students, teachers, and patients alike.

Face-to-face and e-learning during the COVID-19 pandemic: A Pakistani dental undergraduates perspective.

Globally, educational institutes have been obliged to make a quick transition from traditional face-to-face teaching to e-learning during the coronavirus disease 2019 (COVID-19) pandemic, which has purportedly created various barriers to achieving desired learning outcomes. The aim of our study was to assess the perceptions of undergraduate dental students regarding online and physical learning in Pakistan. This cross-sectional study was conducted from January to March 2022. The study comprised dental students from 1st to 4th years who were above the age of 18 and of either gender. The Google Forms questionnaire was created to evaluate the quality and efficiency of online and physical learning among dentistry undergraduates. In a survey of 246 students, 70.3% strongly agreed that they would prefer face-to-face instruction over e-learning. There was a statistically significant difference in the improvement of students' technical skills (p = 0.01), accessibility to instructors (p = 0.01) and classmates (p = 0.02), value of technology (p = 0.03), improvement of oral communication skills (p = 0.01), promotion of hybrid model learning after the pandemic (p = 0.01), and utilization of tutorial services (p = 0.04) between different year of study. Pakistani dental students indicated satisfaction with numerous aspects of e-learning, such as technical skills, accessibility to instructors and classmates, the value of technology, improvement of oral communication skills, promotion of hybrid model learning, and utilization of tutorial services compared to face-to-face education concerning the year of study.

An insight into the clinical learning environment of dental institutes: a study in the twin cities of Pakistan.

To assess the perceptions of dental students regarding their clinical learning environment in an urban setting. This descriptive, cross-sectional survey was conducted from March 2020 to May 2021 after approval from the ethics review committee of Islamic International Dental College, Islamabad, Pakistan. It comprised of clinical year students, house officers and postgraduate trainees from 6 dental teaching hospitals of Rawalpindi and Islamabad. Data was collected using a pre-validated instrument assessing the dental clinical learning environment. Data was analysed using SPSS 24. Of the 1030 students approached, 561(54.4%) responded. Of them, 448(80%) were girls, 234(41.7%) were 3rd year students, 110(19.6%) were 4th year students, 120(21.4%) were house officers and 97(17.3%) were postgraduate trainees. Female students had a better patient attitude and were more confident in their abilities to keep up with their peers (p<0.05). The students were content with the performance of their clinical teachers, with a mean score of 70.99+/-16.0, while the lowest score of 54.67+/-22.9 was for clinical infrastructure and materials. Students of Islamabad pointed out the lack of clinical materials and maintenance of equipment but noted better research opportunities compared to their Rawalpindi counterparts (p<0.05). The clinical learning environment for Islamabad and Rawalpindi cities individually was good. Overall, students were satisfied with their clinical teachers, learning and training experience. Dental materials, infrastructure and maintenance factors scored the lowest.

Exploring the Perception and Awareness of Dental Students and Interns in Managing and Treating Pregnant Patients.

Background Undergraduate dental students and interns express reluctance to deal with pregnant women in the dental office due to the fear of medical consequences on the fetus. This study aims to explore theknowledge, attitudes, and practices of dental students and interns regarding the dental considerations of pregnant women in three dental schools in Saudi Arabia. Methodology This cross-sectional study was performed between October and December 2023 and targeted the clinical academic years of dental students and interns at three dental schools in Saudi Arabia, namely, Taibah University, Umm Al-Qura University, and Qassim University. Using the convenience sampling method, 223 students were invited to respond to a questionnaire constructed from previously published studies and reviewed by experts in the field. It consisted of 15 questions divided into four sections. Descriptive analysis and chi-square test were conducted to assess the difference between the different sociodemographic groups and students' educational levels with the significance level set at p-values <0.05. Results Overall, 223 complete responses were received, with a response rate of 97%. Demographics included 99 (44.40%) males and 124 (55.60%) females, with a reasonable distribution across academic years. Knowledge assessment findings revealed that 114 (51%) participants acquired adequate knowledge. Regarding participants' attitudes, 112 (50%) found the curriculum-centered information sufficient. In addition, 173 (77.6%) participants chose lectures/books as their preferred source of information. Almost 138 (61.9%) participants did not feel confident in managing pregnant women. The chi-square test revealed that educational level significantly impacts the knowledge and practice of the participants, regardless of their gender (p < 0.05). Conclusions Both students and dental interns showed adequate-to-good levels of knowledge and attitude. Both need more exposure to clinical situations with pregnant women during their undergraduate dental training programs to boost their confidence level and enhance their readiness to practice dental procedures with such a group of patients after graduation.

Perception of dental students and faculty regarding the practice of professionalism in dentistry using the Professionalism Mini Evaluation Exercise (P-MEX).

Professionalism is one of the fundamental traits which includes behaviors, commitments, standards, and goals that helps define a profession. This study aimed to assess the attitude of dental students and graduates regarding the practice of professionalism in dentistry using the Professionalism Mini Evaluation Exercise (P-MEX) questionnaire. This cross-sectional study was conducted amongst the dental undergraduates, lecturers and postgraduate faculty. Views regarding professionalism were assessed using the P-MEX. The 24-questions based survey form is comprised of questions related to doctor and patient relationship skills, reflective abilities, time management, and lastly, interprofessional relationship expertise. Data was analyzed using SPSS version 23. Descriptive statistics were done using mean and SD, whilst associations between responses were assessed using Mann-Whitney U and Kruskal-Wallis tests. P value less than 0.05 was considered significant. From a total of 201 participants, 95 (47.3%) were males and 106 (52.7%) were females. Statistically significant association was seen between time management, reflective skills, and interpersonal skills with gender, as well as the domains of P-MEX and years of education. The use of P-MEX provides a valid confirmation for the assessment and awareness of professionalism amongst the dental faculty and students. Females demonstrated higher traits of professionalism as compared to males. The findings from the current study identify that students and faculty members had sufficient awareness regarding professionalism and the practice of professionalism was routinely followed.

More than just a child: dental students' perceptions of children using a mixed-method approach.

It is important to understand perceptions of dental students towards children to better design relationship. This study aimed to determine and conceptualize dental students'perceptions of children. The study group consisted of 514 dental students who were asked to complete the statement "A child is like…, because…". The metaphors were sorted into conceptual categories and examined for any significant differences between gender, education level and occupational preference. Quantitative (metaphor analysis) and qualitative (chi-square) analyses were used. Participants produced 421 metaphors under 33 general metaphors. The metaphors were collected under five conceptual categories: children as (1) requiring care, attention and sensitivity; (2) raw material; (3) developing and changing; (4) unpredictable and surprisingly; and (5) hazard. The metaphors were mostly under the "developing and changing" category. There were no significant differences between the groups in terms of gender, education level and occupational preference. Female and clinical dental students mostly produced metaphors in the "requiring care, attention and sensitivity" and "developing and changing" categories, respectively. Metaphor analysis is a useful tool in determining dental students' perceptions. Understanding dental students' perceptions of children can be an important part of fostering positive perceptions in their professional life.

PERCEPTION OF UNDERGRADUATE DENTAL STUDENTS TOWARDS VIRTUAL LEARNING AND CLASSROOM LEARNING

Background: World Health Organization (WHO) declared Coronavirus disease (COVID-19) a public health emergency and global pandemic on March 11, 2020. This outbreak has led toa complete lockdown and has changed the educational delivery system across the world from traditional classroom learning (CL) to virtual learning (VL). This study was conducted to assess the perception of dental students towards virtual and classroom learning. Methods: A cross-sectional study was done among undergraduate dental students from the first year to the final year over a period of February 2021 to April 2021.A self-administered questionnaire was used for data collection. The results were analysed for descriptive statistics using the Statistical Package for the Social Sciences (SPSS) 20 software. Results: Of the 143 total participants, “learning at their own pace was the main advantage of VL 97(67.8%). A majority reported that CL was either effective 68(47.7%) or extremely effective 28(19.6%) for increasing knowledge, while only 31(21.7%) and 2(1.4%) agreed that VL was effective, and extremely effective respectively. For preclinical, clinical, and social skills, more students believed that CL was effective compared to VL (48.3% vs 3.2%, 50% vs 6.1%, and 48.9% vs 0% respectively). Nearly half of the participants 68(47.6%) had neutral responses towards the incorporation of VL in the undergraduate curriculum. Conclusions: The majority of the students preferred classroom learning compared to virtual learning and only nearly half of the students have a neutral response toward acceptance of virtual learning.

The Knowledge, Attitude, and Perception of Needlestick Injuries Among Dental Students in Riyadh, Kingdom of Saudi Arabia: A Cross-Sectional Survey.

Needlestick injuries (NSIs) represent a significant source of bloodborne viruses in the healthcare sector, particularly in dentistry. Developing effective infection control programs necessitates access to surveillance data. A comprehensive evaluation, encompassing human immunodeficiency virus (HIV), hepatitis B virus (HBV), hepatitis C virus (HCV), and serological testing, is crucial due to the potential lack of immediate symptoms in infected patients. It is essential to verify hepatitis B and tetanus immunization statuses and seek guidance from infectious disease experts for post-exposure prophylaxis. Aimand objective: This study aims to assess the knowledge, attitudes, and perceptions of NSIs among dentistry students in Riyadh, Saudi Arabia. Conducted during the 2023-2024 academic year in Riyadh, Saudi Arabia, this cross-sectional study evaluated the knowledge, attitudes, and perceptions of undergraduate dental medicine students regarding NSIs. Ethical approval was obtained, and informed consent was meticulously collected. Before participation, potential subjects were furnished with a comprehensive information sheet outlining the study's purpose, the survey's nature, expected duration, and potential risks or benefits. The document emphasized their unequivocal right to withdraw from the study at any point without any adverse consequences. Data collection relied on an online survey administered to third and final-year dental students selected from specific universities. This selection criterion ensured that participants were directly relevant to the dental education context under investigation. Careful exclusions were made to minimize potential bias, particularly by excluding students from academic years other than the third and final years, thus maintaining a specific focus on this subgroup. Data analysis primarily compared NSI occurrences and awareness based on dental college and academic year. Detailed findings are presented in the results section. The study unveiled high vaccination rates (95.23%) and significant levels of education regarding bloodborne infections (81.38%) among participants. However, it was noteworthy that 72.72% believed their vaccinations offered complete protection. Only 47.18% believed that wearing surgical gloves reduced the risk of NSIs, while a substantial majority (93.07%) opposed the practice of needle recapping. Moreover, 76.19% demonstrated knowledge of post-exposure prophylaxis, indicating room for improvement in healthcare safety practices. Statistical analysis identified significant associations between the Dental College attended and both NSI occurrence (χ²=12.164, p=0.058) and awareness (χ²=14.629, p=0.023). Conversely, the academic year exhibited no significant relationship with either NSI occurrence (χ²=1.2, p=0.55) or awareness (χ²=0.44, p=0.8). Additionally, the study revealed non-normal distributions for both NSI occurrence (p<0.001) and awareness (p<0.001) among participants. In conclusion, this study underscores the pivotal role of awareness in mitigating NSI occurrences among dental students. Irrespective of their academic year, heightened awareness significantly correlated with reduced NSI incidence. These findings bear significant implications for dental education and practice, emphasizing the imperative need for comprehensive education and awareness initiatives to bolster healthcare safety among dental professionals.

Title: Assessment of Student Perception Regarding Clinical Training in Undergraduate Dental Programs Using Clin Ed IQ.

Purpose. Clinical training is essential part of the dental curriculum. Both clinical environment and Teachers are essential factors which affect the acquired clinical skills. The objective was to assess the perceptions of dental students regarding their clinical training. Methods. This mixed method study using Clin Ed IQ questionnaire was conducted on Dental students graduating from both Private and Public sector institutes of Karachi. The questionnaire had four sections, the first three based on various aspect of clinical training, with responses based on 5-point Likert scale. Section four had open-ended items about dental curriculum. Results. For responses of 220 participants related to the first three sections, mean and standard deviation was calculated. Section two about Involvement in specific learning activities, had the lowest composite mean score (8.4). Results for all responses of agreement were tabulated as percentages. Overall, the scores were positive, with Section three regarding interaction with clinical instructors having highest positive responses. Dental graduates of Private sector institutes were more satisfied by their clinical training. Thematic analysis of open-ended questions yielded themes related to trained faculty, communication skills, patient safety skills, diversity, and integrated curriculum. Conclusion. The students of both types of institutes reported lack of diversity in clinical cases and deficient feedback from instructors as their major concern. However, the results showed a positive perception to their clinical experiences. Institutes and regulatory authorities should address areas of concern, to ensure provision of a holistic clinical learning environment to dental graduates.

50. Attitudes and perceptions of medical and dental students on the implementation of non-surgical facial aesthetics in their curricula

50. Attitudes and perceptions of medical and dental students on the implementation of non-surgical facial aesthetics in their curricula

Embedding Interprofessional Education in Clinical Settings: Medical and Dental Student Perceptions of a Patient Interview-Storytelling Experience.

Interprofessional education (IPE) is valued but difficult to deliver, given logistical and other barriers. Centering IPE around patients and grounding it in authentic practice settings are challenging within early undergraduate medical education. This intervention facilitated student-patient conversations to elicit patient reflections on the health care professionals who keep them healthy and care for them when they are unwell. After being introduced to the Interprofessional Education Collaborative (IPEC) core competencies, first-year medical (n = 127) and dental (n = 34) students conducted a brief semistructured patient interview, using an interview card with guiding questions, during a precepted outpatient clinic session in March-May 2021. Students transcribed patients' stories and wrote their own reflections on the interview card. These reflections were used as a stimulus for a class IPE discussion. The authors employed a pragmatic qualitative research approach to explore what students learned about interprofessional collaboration from reflecting on patients' stories. Of the 161 students, 158 (98%) completed an interview card. Sixteen health professions were represented in patients' stories. The patients' stories prompted students to recognize and expand their understanding of the IPEC competencies. Students' responses reflected synthesis of the competencies into 3 themes: students value patient-centered holistic care as the goal of interprofessional collaboration; students reflect emerging professional and interprofessional identities in relating to patients, teams, and systems; and students appreciate interprofessional care is complex and challenging, requiring sustained effort and commitment. Next steps include continuing to integrate patient voices through structured conversations across the undergraduate and graduate medical education spectrum and adapting the model to support conversations with other health professionals engaged in shared patient care. These experiences could foster ongoing deliberate reflection by students on their professional and interprofessional identity development but would require investments in student time and faculty development.

Knowledge, Attitude, and Perception of Undergraduate Dental Students on Information and Communication Technology and Computer-assisted Learning.

The use of information and communication technology (ICT) in education and clinical purposes is growing immensely. The usage skill, attitude of dental students, and difficulties faced by students are important concerns to be addressed. The study was designed to investigate the knowledge, attitude, and skills of ICT of undergraduate dental students via assessing the ease of computer and internet use among students, the level of computer skills and training of the students, and usage pattern of computer activities. A cross-sectional survey was conducted among students of three dental colleges in Haryana using a self-designed questionnaire having sections related to demographics, devices, softwares and search engine usage, ICT skills, ICT attitude, and educational and social use. The response rate was 81.96%. A total of 99.1% of the individuals responded affirmatively to the usage of mobile phones, 48.4 and 13.1% for laptops and tablets, respectively. The average duration of use of smartphones per day was 4.2121 ± 2.834 hours. Google was opted as the most popular search engine used and PubMed the least popular. Only 12.9% of participants showed a negative attitude toward the use of ICT in studies. More social use than academic use was observed. Attitude scores showed a significant correlation with the educational use of ICT (r = 0.89, p = 0.003). Most of the participants were well acquainted with the usage and had a positive attitude toward ICT for educational purposes. Sensitization and training in scientific literature search and basics of ICT and their practical utilization in dental education, research, and practice should be included in the curriculum. Sikka N, Arya L, Bala S, et al. Knowledge, Attitude, and Perception of Undergraduate Dental Students on Information and Communication Technology and Computer-assisted Learning. Int J Clin Pediatr Dent 2023;16(5):711-715.

Introduction of Laboratory Endodontics: Evaluating the Perception of the Undergraduate Clinical Dental Students at a Nigerian University

Background: Root canal treatment (RCT) forms a part of the requirements for graduation for dental students. The students are expected to perform the procedure during their clinical training. However, most students are presented to the clinic without formal laboratory practical training.&#x0D; Aim: To introduce laboratory endodontic training and evaluate the perception of Nigerian undergraduate clinical dental students about the program.&#x0D; Methodology: A two-day hands-on training on RCT was done for a set of final-year dental students in the operative technique laboratory of the Department of Restorative Dentistry of the Institution. The training included taking the participants through all the steps involved in RCT. The participants performed all the stages of RCT on extracted lower molar teeth mounted on a phantom head with paraffin wax. Each student performed the two methods of biomechanical preparation taught: manual and rotary instrumentation, and later evaluated the training in terms of confidence and preparation for clinical exposure.&#x0D; Result: Twenty-one (53.9%) students within the age range of 23 to 30 years and a mean age of 25.4±1.7years completed the program. The majority, (81%) of the participants claimed the hands-on demonstration was very helpful in performing the procedure, and all submitted it will help their confidence during clinical exposure to RCT. The participants further suggested the incorporation of training into the regular school program.&#x0D; Conclusion: The laboratory endodontic hands-on training was accepted by all the participants, and it was opined that it will boost their confidence in performing the procedure in the clinic.

Attitude and Perception of Undergraduate Dental Students towards Problem-Based Learning in Tunisia: A Cross Sectional Study

Objective: The purpose of this study was to assess 6th year students' attitudes and perceptions towards problem-based learning sessions during their clinical internship. Methods: A cross-sectional study was conducted among undergraduate dental students at the hospital Farhat Hached Sousse in Tunisia from February to August 2023. Use questionnaires to survey students' attitudes and perceptions about problem-based learning sessions. Data were analyzed using SPSS 21. Results: 6th year dental students reported positive attitudes toward all programs, including self-directed learning, critical thinking, integrating fundamental concepts into clinical science, identifying knowledge gaps, and improving problem-solving skills. Conclusions: Most undergraduate students preferred PBL and felt it should be included in the curriculum along with other teaching methods.

Undergraduate dental student’s perception regarding E-learning method versus Traditional classroom-based method: A questionnaire-based study

Objectives: The objective of this questionnaire-based study is to investigate the perception of undergraduate dental students on E-learning and traditional classroom-based learning and how a blended mode of studies is beneficial for the students. Material and Methods: A survey of 20 questions regarding students’ perception toward e-learning and traditional classroom-based learning during COVID-19 was formulated using the Google Forms and circulated among undergraduate dental students all over the state of Maharashtra. Results: A total of 849 survey forms which were completely filled were considered in the analysis. Conclusion: 535 (63.0%) students agreed that the e-learning method of education did not prepare them well for the practical part of the curriculum, whereas 617 (72.7%) students reported that activities included in e-learning should be blended with traditional classroom-based learning to make them more interesting and 531 (62.5%) students reported that blended mode of education would help to overcome drawbacks of traditional classroom-based learning. Furthermore, 526 (62.0%) students reported that the application of a blended mode of learning would help to overcome the problems faced by them during the e-learning mode of education alone.

Dental students' perceptions of simultaneous live and online OSCEs during the COVID-19 pandemic.

The Objective Structured Clinical Examination (OSCE) is a valid, reliable and reproducible assessment method traditionally carried out as a live examination but recently also provided online. The aim was to compare any differences in the perceptions of dental students participating in online and live OSCE using mixed methods. All Finnish fourth-year undergraduate dental students (n = 172) attended the exam in April 2021. Due to the COVID-19 pandemic, the official administrative restrictions in teaching in universities still existed in April 2021. By the time of the national OSCE, the pandemic situation varied in different parts of the country. Therefore, two of the universities conducted a live OSCE and two an online version of the OSCE. Data were collected after the OSCE using a voluntary anonymous electronic questionnaire with multiple-choice and open-ended questions (response rate 58%). Differences between the OSCE versions were analysed using the Mann-Whitney U test and open answers with qualitative content analysis. The students considered both types of OSCE good in general. The main differences were found concerned adequate time allocation and overall technical implementation, in favour of the live OSCE. While a qualitative analysis revealed exam anxiety as the most often mentioned negative issue, overall, comments were positive. Variation in the assessments between different question entities seemed to be wider than between the implemented OSCE versions. Time management in the OSCE should be further developed by managing the assignment of tasks.

Dental Student Perceptions of Distance Education over Time: A Mixed-Methods Study.

Amid the COVID-19 pandemic, the transition to distance learning raised pertinent questions regarding advantages and challenges compared to traditional in-person learning. This study aimed to investigate dental students' perceptions of distance learning throughout the pandemic, examining its impact on their education. This study employed a convergent mixed-methods design. Three online surveys were conducted in 2020, 2021, and 2022 to collect quantitative data. Additionally, qualitative semi-structured interviews were carried out in 2022. Interviews were recorded and transcribed; then, thematic analysis was performed following an inductive approach. As perceived by the participants, distance learning entails advantages and challenges. Initially, they felt uncertainty and negativity about the new environment with distance learning. However, their perceptions shifted positively as they adapted, even after returning to hybrid and in-person modules. Furthermore, most participants felt that distance learning is better suited for didactic content. It was suggested that didactic courses contain approximately 25-50% of online methods. Distance learning has provided valuable opportunities to reinforce curricula and improve learning efficacy during the pandemic. Our findings suggest that a hybrid learning model that combines traditional and distance modules appears to be an effective approach for future dental education.