The Outcome of a New Teledentistry Initiative in Response to the COVID-19 Pandemic: A Cross-sectional Study
Ankaa Nath, Sallen Aoghiz, Chinwendu Nnagbo, Steven Powell, Eunjoo P Choi, Heidi Christensen, John Won
COVID-19 pandemic, Educational teledentistry initiative, Kirkpatrick's multidimensional model
Citation Information :
Nath A, Aoghiz S, Nnagbo C, Powell S, Choi EP, Christensen H, Won J. The Outcome of a New Teledentistry Initiative in Response to the COVID-19 Pandemic: A Cross-sectional Study. J Contemp Dent Pract 2022; 23 (3):284-288.
Aim: The purpose of this study was to assess the overall satisfaction of a new learning experience and evaluate the outcome of LLUSD's educational teledentistry initiative through a survey based on Kirkpatrick's multidimensional model of training evaluation.
Materials and methods: An IRB application was approved (#5210385) for a cross-sectional study that included Loma Linda University School of Dentistry (LLUSD) dental students of the class of 2022 and 2023. The 9-question survey consisted of three sections. The first section included demographic questions on gender and the graduating class. The second section was related to perceived teaching effectiveness, attitude, behavior, and significance. The third section included an open-ended question. The survey was distributed by three student investigators. Descriptive statistics were calculated, and categorical variables were compared using the Chi-squared test (χ2 test).
Results: The perceived teaching effectiveness of the newly implemented educational initiative was high for increasing the ability to communicate with patients and for screening and identifying the need for referrals. A majority of students believed that teledentistry is an important means to improve patients’ access to dental care and that the School has been providing a good educational environment in providing teledentistry sessions to patients. There were no significant differences in the frequencies of positive and negative responses to all questions (N = 6) by gender and by class (p >0.05, in all instances).
Conclusions: Teledentistry eVisits allowed the continuation of patient contact and initial assimilation of patient information. There is potential for this educational initiative to be more actively and comprehensively implemented in the future.
Clinical significance: New educational initiatives allow the continuation of patient contact that will ensure that students will graduate as competent oral health care providers despite challenges imposed by the pandemic.
Stefaniak AA, Białynicki-Birula R, Krajewski PK, et al. Itch in the era of COVID-19 pandemic: an unfolding scenario. Dermatol Ther 2020;33(5):e13477. DOI: 10.1111/dth.13477.
Wu DT, Wu KY, Nguyen TT, et al. The impact of COVID-19 on dental education in North America – where do we go next? Eur J Dent Educ 2020;24(4):825–827. DOI: 10.1111/eje.12561.
Iyer P, Aziz K, Ojcius DM. Impact of COVID-19 on dental education in the United States. J Dent Educ 2020;84(6):718–722. DOI: 10.1002/jdd.12163.
Russo JE, McCool RR, Davies L. VA telemedicine: an analysis of cost and time savings. Telemed J E Health 2016;22(3):209–215. DOI: 10.1089/tmj.2015.0055.
American Dental Association. ADA policy on teledentistry. Available from: https://www.ada.org/en/about-the-ada/ada-positions-policies-and-statements/statement-on-teledentistry [Last accessed June 19, 2020].
American Dental Association. D9995 and D9996 – ADA guide to understanding and documenting teledentistry events. Available from: https://www.ada.org/~/media/ADA/Publications/Files/CDT_D9995D9996-GuideTo_v1_2017Jul17.pdf?la=en [Last accessed June 19, 2020].
Dave M, Seoudi N, Coulthard P. Urgent dental care for patients during the COVID-19 pandemic. Lancet 2020;395(10232):1257. DOI: 10.1016/S0140-6736(20)30806-0.
DeSilets LD. An update on Kirkpatrick's model of evaluation: part two. J Contin Educ Nurs 2018;49(7):292–293. DOI: 10.3928/00220124-20180613-02.
Elangovan S, Mahrous A, Marchini L. Disruptions during a pandemic: gaps identified and lessons learned. J Dent Educ 2020;84(11):1270–1274. DOI: 10.1002/jdd.12236.
Deery C. The COVID-19 pandemic: implications for dental education. Evid Based Dent 2020;21(2):46–47. DOI: 10.1038/s41432-020-0089-3.
American_Dental_Education_Association. Response of the dental education community to novel coronavirus (COVID-19). 2020. Available from: https://www.adea.org/COVID19-Update/ [Accessed May 5, 2022].
Estai M, Kruger E, Tennant M. Perceptions of Australian dental practitioners about using telemedicine in dental practice. Br Dent J 2016;220(1):25–29. DOI: 10.1038/sj.bdj.2016.25.
Danciu TE, Gagari E, DaSilva AF, et al. Teledentistry as a new service line-not just a coping mechanism for the pandemic. J Dent Educ 2021;85 Suppl 3:1986–1988. DOI: 10.1002/jdd.12645 [Epub ahead of print].
Aboalshamat KT. Awareness of, beliefs about, practices of, and barriers to teledentistry among dental students and the implications for Saudi Arabia Vision 2030 and coronavirus pandemic. J Int Soc Prev Community Dent 2020;10(4):431–437. DOI: 10.4103/jispcd.JISPCD_183_20.
Amin M, Lai JY, Lindauer PA, et al. Should dental schools adopt teledentistry in their curricula? Two viewpoints. J Dent Educ 2021;85(7):1238–1244. DOI: 10.1002/jdd.12614.