Comparing Academic and Teaching Assessment Outcomes in Online vs. In-Person Dental Education During and After COVID-19
Abstract
Objective: This study aimed to compare the academic performance and teaching evaluations of second-year dental students at Prince of Songkla University in a foundational course between two teaching formats: online learning during the Coronavirus Disease-19 (COVID-19) pandemic (2020-2021) and classroom-based learning after the pandemic (2022-2024).
Material and Methods: This retrospective study analyzed data from 50 students per academic year during online teaching (2020–2021) and in-person teaching (2022–2024). The online period consisted of one cohort (n=40), while the in-person period included three consecutive cohorts (approximately 40 students per cohort, n≈120). Quantitative data on academic scores and teaching evaluations were compared using descriptive statistics and independent t-tests (p-value<0.05, 95% CI). Qualitative data from open-ended feedback were anonymized, categorized, and thematically coded through a collaborative review by the research team.
Results: No significant differences were found in academic performance between online (mean±S.D.=78.4±6.2) and in-person teaching (79.1±5.8; t (98)=0.53, p-value=0.60). Teaching evaluations were consistently high across both formats, with nearly identical scores for Oral Biology I (4.88 vs. 4.89), Oral Biology II (4.75 vs. 4.80), and Dental Morphology (4.80 vs. 4.90). Thematic analysis of qualitative feedback revealed similar positive perceptions regarding clarity of instruction and accessibility of resources.
Conclusion: Both online and classroom-based teaching methods demonstrated similar effectiveness in delivering foundational dental education. These results underscore the adaptability of higher education systems and support the development of blended learning approaches. Such models can enhance educational resilience and respond effectively to future disruptions while accommodating diverse student needs.
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