Impact of the Covid-19 pandemic on student performance in the preclinical endodontics classroom: "Face to Face" or "Screen to Face" case study

Aim: This thesis aims to comparatively analyze the outputs among the modifying compulsory instruction modes for undergraduates registered in the endodontics practical course (5th-6th terms) at Eskişehir Osmangazi University Faculty of Dentistry and to evaluate the impact of these modes on undergraduate performance through their coursework. Methods: The coursework submitted by 285 undergraduates was evaluated qualitatively and quantitatively using a valid grade rubric. Grading and qualitative evaluations of coursework, consisting of maxillary anterior, premolar, and molar teeth replicas, were performed by two observers. Coursework was divided into three main groups based on their exposed instruction modes. Group A, Coursework submitted by undergraduates registered for the academic calendar 2020-2021 (online mode, non-optional). Group B: Coursework submitted by undergraduates registered for the academic calendar 2021-2022 (conventional face-to-face mode, non-optional). Group C: Coursework submitted by undergraduates registered for the academic calendar 2022-2023 (hybrid mod, conventional face-to-face or online modes are optional). Quantitative evaluation of dataset was analyzed using Kruskal-Wallis H test. The Bonferroni correction was performed for multiple comparisons. Qualitative evaluations were analyzed with Pearson Chi-Square test (p<0.05). Results: Regarding access cavity preparation performance, highly significant differences were observed among incisors (p<0.001), premolars (p<0.001), and molars (p=0.013). Regarding root canal preparation performance, significant differences were observed among incisors (p=0.006), premolars (p<0.001), and molars (p=0.039). Regarding root canal filling performance, there were significant differences between the incisors (p=0.012) and premolars (p<0.001). No significant difference was observed for the molar root canal filling performance among the groups (p=0.212). Regarding the quantitative performance, Median (Q1-Q3) of Group A and Group C were 90 points (80-95) and 83 points (70-90), respectively (p=0.303). The Median of Group B was 75 points (65-80), which was significantly lower (p<0.001). Conclusion: Modifying instruction modes can affect the qualitative and quantitative performances of undergraduates registered in practical dental courses in Türkiye. The instruction modes affected undergraduates' qualitative performance regardless of tooth type or treatment stages. A similarity was noted in undergraduates' quantitative performance in hybrid and online instruction modes.