Effects of Limited Face-to-face Classes on the Psychomotor Skills of Dental Students: A Qualitative Study

Abstract

The COVID-19 pandemic necessitated a shift to virtual learning in dental education, raising concerns about developing essential psychomotor skills. This qualitative study aimed to explore the experiences of pre-clinical and clinical dental students who had limited face-to-face learning during the pandemic and delve into their perceptions of how virtual learning environments impacted their ability to develop psychomotor skills in dentistry. The study involved conducting semi-structured interviews with twelve dental students, including both pre-clinical and clinical students who experienced varying degrees of limited face-to-face learning due to the pandemic. The results of the study described the varied experiences of dental students during limited face-to-face classes, shedding light on the convenience or challenges they faced. Factors such as the "no patient policy," changes in Personal Protective Equipment (PPE) protocols, online learning, and other internal and external factors that posed challenges and influenced learning and psychomotor skill development were discussed. Additionally, the study described and analyzed factors that influenced how students adapted to these changes. The study revealed a perceived negative impact on the development of psychomotor skills due to limited face-to-face learning. However, it noted that the change was not entirely disadvantageous, as students were able to adapt and take advantage of the new setting. The study recommended finding solutions and alternatives to the limitations of online learning and patient simulation, as well as analyzing how to incorporate helpful factors to optimize psychomotor skill development in current learning practices.