Authors: Abdelrahman Ayman1, Amira Mustafa2, Manar Ali3, Shimaa Kotb4*
Abstract
Education is the tool that ignites and inspires creativity and innovative thinking. Education plays a crucial role in the growth and development of nations as a social process. The teacher is the cornerstone in this organization. The COVID-19 pandemic crisis changed the vision of education and resulted in learning loss, which is scary for the next generation. Telemedicine is an advanced technology used during crises that created a virtual space for doctors to assist with consultations in hard-to-reach areas; moreover, it provides a creative way to overcome school closures and keep the education system running. The pandemic is changing our vision towards shifting dental education from face-to-face to blended learning formats, which will be a viable option for dental education in the future. Moreover, it shifts the vision regarding the importance of using the latest technological innovations, including AI, which has the power to revolutionize education in Oral and Dental Medicine and other fields. This article aims to emphasize the importance of updating the curriculum of the education system in preparing new dentists for the future challenges.
Keywords: Covid19, Dental education, tele-dentistry, critical thinking, Challenge-based learning, nonclinical communication skills, Artificial intelligence, virtual reality.
Introduction
The global education crisis during COVID-19 is considered the worst in the era. Most countries in the world closed schools and higher education institutions as part of their strategies to combat the pandemic. The impact of COVID-19 on learning contributes to the loss of knowledge or skills needed for progress, most commonly due to extended gaps or discontinuities in a student’s education. Learning loss is not a new concept in the education policy debate and can be driven by summer breaks, dropouts, school absence, and ineffective teaching. Two types of learning losses are observed: “forgetting,” which refers to the loss of previously acquired learning, and “forgone” learning, which means expected learning that does not take place as schools are closed to in-person learning. Thus, there are learning losses and learning gaps (1).
Learning is a cumulative process, with new skills building on existing ones. The pandemic has shown that education is about social interactions, and that the role of the teacher is a fundamental element of the learning process. Finally, countries must prioritize education in their stimulus packages that ensure learning continuity beyond school walls, which requires the right conditions at home. Countries must bridge the digital and electricity divide and help provide families and communities with appropriate learning resources (3)
“Education is a social process of growth. Education is not a preparation for life; It is the life itself. The role of the educator is to lead students' minds to another area, even if the educator has never gone before. Teachers should no longer be dependent on the traditional method to carry out teaching activities in the classroom. Teachers must therefore equip themselves with the modern knowledge to change their teaching methods and approaches according to the 21st century. This includes complex problem solving, critical thinking, creativity, people management, coordinating with others, emotional intelligence, judgement and decision making, service orientation, as well as negotiation and cognitive flexibility (4).
Teachers are on the frontline of designing and delivering learning recovery programs to address the learning loss. Teachers are considered a key factor in shaping the quality of education that aids in students’ effective learning. It is important to train teachers in using diagnostic assessments to identify students’ learning levels, knowledge, and skills gaps, and in adapting instruction accordingly, thanks to continuous formative assessment techniques. Teachers also need training to organize and deliver remote and hybrid learning. The crisis revealed that, in most countries, teachers were not ready to ensure continuity of learning (5).
Dental Education during Covid19 crisis
Dental curriculum changes follow a similar pattern in many countries. Lectures were switched online using different platforms, including video-based programs (like WebEx®, Zoom®, Jitsi®, Google Classroom, Google Meet, and Skype®), MOOCs (massive open online courses), Moodle (Modular Object-Oriented Dynamic Learning Environment), social media (like Facebook®, Instagram®, YouTube®, WhatsApp®, Telegram®), and more. Like most dental schools worldwide, preclinical and clinical activities stopped, and focused on theoretical courses via national online platforms like Navid and Sky room. Navid enables student collaboration and discussion, manages assignments and quizzes, and assigns grades. Sky room is a web conferencing service that allows instructors to hold virtual classes featuring audio conferencing, screen and file sharing, and discussion sessions. This service was developed during the pandemic to substitute for international platforms like Zoom (6).
Tele-dentistry is the creative delivery of remote health care during the COVID-19 crisis that is done by using electronic communications and information technologies to offer therapeutic services from a distance to provide a larger range of distant healthcare services that are not often limited to the clinical context. These services, also known as remote nonclinical services, consist of training, medical education, and administrative meetings. Applications and services for Teledentistry include email, two-way video, wireless tools, smartphones, and further communication technologies. Teledentistry allows physicians to participate in continuing education programs without leaving their existing roles. Teledentistry may thus be used to optimize and lower the cost of dental treatment. It was a creative way that overcame the closure during the crisis (7).
Students and staff members face many challenges via online learning worldwide. One of the most significant challenges reported in the literature was financial resources. The infrastructure needed for this sudden change was not affordable for many countries. Otherwise, technical problems like internet connection issues, inadequate computer skills of senior faculty members, lack of time and preference for old teaching habits, and lack of direct contact between students and faculty were other reasons to resist new methods. However, adaptation to COVID-19 created many opportunities for dental students and faculty members, such as improving personal skills and self-management (7).
Clinical education was one of the essential areas severely affected during the pandemic. Many patients postponed their dental treatment because they feared contracting COVID-19. As a result, students faced many problems. They did not acquire the necessary practical skills. "Accepting E-learning" and "Transformation in clinical education" expressed that the future directions were in virtual education, including using new technologies, having teacher assistants and I.T. team support, continuously updating educational content, and the faculty members' empowerment programs. Faculty members believed that to create perfect E-content, they must work hard as educational designers, I.T., and content professionals. "Simulators are new, innovative, and helpful technology that was implemented during the lockdown (8).
The pandemic has illuminated the fragility of education systems worldwide, as well as the low learning levels. The need to make education systems more equitable, efficient, and resilient has never been clearer than it is now. This was the main reason to change the dental curriculum. The concept of curriculum is as dynamic as the changes that occur in society. In its narrow sense, curriculum is viewed merely as a listing of subjects to be taught in a teaching environment. In a broader sense, it refers to the total learning experiences of individuals not only in institutions but in society as well. There are various models of curriculum: apprenticeship, discipline-based curriculum, integrated curriculum, problem-based curriculum, and outcome-based curriculum (9).
A learner may first need to learn how to think critically by stating an accurate truth (justification), belief (reasoning), and virtue (warrant), as this may be a necessity for advanced learning. Critical thinking does not come naturally; it takes some level of skill. Essentially, this is because our brain is not wired to think critically. Rather, it is wired to use as little effort as possible to come to a conclusion. Critical thinking in dentistry depends on the learner acknowledging the different lenses of knowledge and being, enabling them to reason and justify appropriately. It is considered a drive to “move from learning what to think learning how to think. Specifically, they must acknowledge that the research design must be appropriate for answering that problem. Problem-based learning (PBL), lectures, and seminars in association with case studies were considered possible methods among the learning strategies used to teach critical thinking. How to teach and assess critical thinking in dental education requires more brainstorming, and raising the awareness of educators to implement this education through, for example, workshops for dental educators or faculty development, might be helpful in achieving this outcome (10).
Education currently focuses on improving academic knowledge and clinical skills, but it is also important for students to develop personal and interpersonal skills from the start of their clinical practice. One of the most controversial and widely discussed topics in higher education is the development of soft or non-technical skill education. Both in dentistry and other health science disciplines, the dentist–patient relationship is not only technical but also based on emotional interactions. This second skill is known as a non-technical skill. Non-technical skills (NTS) can be defined as a set of social skills, including soft skills, that are perfectly compatible with technical skills, that help health professionals adapt to their environment, and that allow them to perform their work efficiently. The transition between preclinical and clinical practice is one of the most critical moments in dental studies. The first experience in the clinical environment entails new responsibilities, as well as clinical and legal protocols that students must acquire to manage their work, interact with patients, and work as a team. Verbal and nonverbal communication is an essential element of the patient–dentist relationship (11).
Additional basic skills that should be practiced with trainees are the clinical practice of reasoning, problem-solving, decision-making, using and assessing information, and showing self-confidence. Unlike technical skills, non-technical skills in self-management, work management, and interrelationship skills enable students to think critically and are the key learning outcomes that further contribute to success or failure (12).
Challenge-based learning (CBL) is a novel learning framework for a collaborative and multidisciplinary learning experience. It allows students, teachers, stakeholders, researchers, families, and society to work together to identify and solve real-world challenges. CBL helps students develop a deeper knowledge of the subjects they are studying. The concepts of CBL originate from a variety of educational theories and approaches, such as problem-based learning and inquiry-based learning. (13)
The precursor to the CBL framework is problem-based learning. However, unlike in problem-based learning and other approaches, students formulate the challenges they will address in CBL. Furthermore, students need to create a solution resulting in concrete action. CBL takes into account the social impact of an idea rather than just the corporate benefits. Therefore, it can help students expand the scope and depth of learning, encourage teamwork capabilities, and raise their awareness about considering quality and ethics in decision-making (14).
Artificial intelligence technology and its application in dentistry
Nowadays, the clinical and educational aspects of dentistry are confronted with practical applications of artificial intelligence (AI). Artificial intelligence (AI) can be defined in simple terms as using computers or machines to perform tasks that normally require humans. Machine learning, which is a branch of artificial intelligence, can be used to teach machines and computers how to interpret different kinds of data using various algorithms. AI programs have been designed to interpret data from a variety of sources (15).
The clinical application of AI in dentistry is still evolving, with new scenarios for AI adoption being introduced. AI-powered software is still in the developmental stage, and it is currently challenging to define what dental students need to learn. AI is taking on tasks such as digital image analysis, growth simulation and prediction, 3D and 4D data segmentation, and even patient management and communication workflows. Understanding the role of AI in these systems will be the subject of more extensive academic discussion, with a priority on the successful clinical use of these powerful tools. As AI software matures and its clinical use in dentistry expands, it will be possible to develop a more detailed notion of curriculum adaptation (16,17).
The progression of artificial intelligence (AI) is a remarkable technological achievement that has enabled computers to learn, analyze, apply knowledge, and exhibit intelligent behavior that is comparable to human intelligence. The concept of modern computer systems and AI was founded by Alan Turing in 1950 when he postulated that computers could perform tasks that resembled human intelligence - a concept that is now known as the "Turing test." In today's fourth industrial revolution, computer technology is being utilized to replicate wise behavior, develop critical thinking skills, and make intelligent decisions that resemble those of humans. The continuous improvement in technology has made AI a transformative force that is changing the way we live and work (18).
The integration of AI technology with Dental education is transforming in ways we never imagined before. There are two aspects to this transformation: the theoretical skill set that includes both soft skills and scientific writing, and the practical and clinical skills required for providing dental health care. With the support of AI technology, we can significantly enhance patient outcomes and increase field efficiency. Moreover, the benefits of incorporating AI in dentistry are numerous; by adapting the dental AI core curriculum, dentists can increase their AI literacy and critically evaluate and consciously use AI applications. This would lead to a transformational shift in teaching and learning methods, empowering dental students to become more proficient and capable dental professionals in the future (19).
An oral medicine specialist is primarily concerned with the prediction, prevention, diagnosis, and treatment of oral and maxillofacial diseases and disorders. Moreover, he/she is usually the first to see patients with orofacial symptoms. Thus, the performance of an oral medicine specialist requires higher human intelligence skills, which are necessary for accurate and quick analysis and interpretation of variable and huge clinical, radiological, histological, and cytological data. Artificial intelligence (AI) has emerged as a promising tool for improving the accuracy and efficiency of pathology diagnosis. AI encompasses a range of computational techniques that enable machines to learn from and make predictions on large datasets (20).
A web-based image classification tool (DiLearn) was developed to facilitate active learning in the oral health profession. Students engage with oral lesion images using swipe gestures to classify each image into pre-determined categories (e.g., left for refer and right for no intervention). To assemble the training modules and to provide feedback to students, DiLearn requires each oral lesion image to be classified, with various features displayed in the image. The collection of accurate meta-information is a crucial step for enabling the self-directed active learning approach taken in DiLearn. To create the learning modules, a large collection of images related to different presentations and diagnoses of oral lesions was needed (21).
One of the critical areas for future research is the optimization of AI systems for image-based analysis. Currently, AI is primarily employed to evaluate digital diagnostic techniques, particularly in the interpretation of oral and maxillofacial radiographs, with dental radiology and orthodontics leading the way. The unprecedented expansion of AI in dentistry has been driven by advanced 3D/4D diagnostics and the availability of big data, which was further accelerated by the global COVID-19pandemic. Machine learning (ML) has shown a promising role in analyzing complex medical images, such as those generated by computed tomography (CT) and magnetic resonance imaging (MRI), and for predicting outcomes based on clinical and demographic data. Several of the studies focus on diagnostic imagery, suggesting that enhancing the accuracy and efficiency of AI systems for image analysis, which could significantly improve outcomes in OMF pathology (22).
Natural Language Processing (NLP) represents a subfield of artificial intelligence (AI) focused on the analysis of text and speech and has exhibited significant advancements in recent times. The latest iteration of large language models (LLMs) such as ChatGPT and GPT-4 demonstrates remarkable capabilities. Feedback, defined as "all post-response information that is provided to a learner to inform the learner about his or her actual state of learning or performance," stands out as a potent tool for facilitating learning (23).
The progress in generative AI is remarkable. ChatGPT is acknowledged as a type of generative AI with potential to assist dental researchers and scientists in diverse ways. The tasks range from writing articles and abstracts to summarizing data, suggesting structure, references, and titles, improving text language, and even creating full paper drafts. This tool is specifically crafted to organize the researcher's already-formed concepts, consequently producing an initial draft. With its AI capabilities, ChatGPT is highly skilled at swiftly understanding data and forming links between various pieces of evidence to draw conclusions. Humans are unable to read and understand a diverse range of literature or recognize connections between seemingly unrelated pieces of information. However, it is important to emphasize that this draft only serves as the starting point for the researcher's own development of the text. The automatic text generated by ChatGPT cannot substitute for the knowledge, creativity, and critical thinking of human experts (24,25,26).
Recently, Grammarly has introduced an innovative Generative AI tool that can help dental students to perform a wide variety of tasks. This tool is extremely versatile and can be used to summarize research papers, create research plans for any given topic, identify the gaps in the work, and provide suggestions for improvement, thereby helping enhance the overall quality of the text. Moreover, it can rephrase paragraphs in a matter of moments, thereby improving the descriptive quality of the text. Utilizing this tool can help save considerable time and effort and enable one to achieve impressive results by helping users improve their writing style, tone, vocabulary, and readability (27,28).
Virtual Reality (VR) is an immersive multimedia or Computer-Simulated reality that uses computer technology to replicate an environment, real or imagined, and simulates a user’s physical presence and environment in a way that allows the user to interact with it. Virtual realities artificially create sensory experiences, which can include sight, touch, hearing, and smell. The utilization of virtual patients in healthcare simulations presents a promising approach due to the inherent advantages it offers. Virtual patients demonstrate a high degree of flexibility, uniformity, and standardization, making them ideal for tailoring to any given scenario or context. This technology also allows for the creation of repeatable experiences, ensuring that learners can revisit and refine their skills as needed. Compared to analog or digital formats that lack authentic face-to-face interactions, the use of virtual patients in simulated patient-practitioner conversations is an effective method for adding authenticity to these critical interactions. VR technology can be effectively used to bridge the gaps in training for dental surgeons (21).
AR is an interactive technology that mainly aims to improve clinical practice in Oral and Dental Medicine by directly visualizing the clinical information generated on the patient. The primary use of augmented reality in dentistry comprises the use of digital information to improve reality, which allows effective communication between the patients and dentists through the use of videos, pictures, and three-dimensional models. This technology doesn't require any special eyewear, and the final three-dimensional image is easily viewable. By placing digital images upon real images and making virtual alterations, the expected clinical outcomes can be experienced pre-operatively. This helps patients understand the treatment steps and expected results, which in turn helps to reduce the number of visits required and saves time and money for both the patient and the dentist. Before any dental procedure is performed, AR enables patients to get a preview of what they will look like after the treatment (29).
Dentists and students using this simulator can practice and do evaluations before performing the procedure on a real patient. This technology is used in various specialties of dentistry, including oral and maxillofacial surgery, orthodontics, implantology, restorative dentistry, dental public health, and dental education. Automated data recording is integrated into this system, making post-operative analysis and self-assessment possible for the users (30).
Moreover, AI algorithms have the capacity to conduct in-depth analysis of extensive patient record datasets in order to forecast treatment outcomes and potential complications. This exploration helps the students to acquire valuable insights into the determinants affecting treatment efficacy and to formulate approaches aimed at enhancing patient care. Predictive analytics can help in early disease prevention and diagnosis by identifying patterns and risk factors. This contributes to improved patient outcomes and cost-effective healthcare. Machine learning can be used to create personalized treatment plans by leveraging individual patient data for tailored interventions, which enhances efficacy and minimizes adverse effects (31,32,33)
Finally, the purpose of the paper is to outline the concept, principles, and design framework of a dental curriculum that can be adapted to future dental education.
Conclusion
The education system must undergo more extensive and systematic transformation. These changes in education are manifested in new trends in learning to adapt to technological and global demands. COVID-19 taught us that teaching and delivering courses should not be restricted to be in person and face-to-face. The dental education curriculum should be more flexible and modified to adapt to crises like pandemics. This modification in the dental curriculum has to go beyond the COVID-19 pandemic, and all students must be trained to face any future challenges. Teachers should change their role from being lesson designers to designing for creativity and authentic assessment, and also as facilitators to engage students and meet future learning abilities.
Acknowledgment: All Authors express their deepest gratitude and thanks to Prof. Dr. Tarek Elsharkawy, Dean of the Faculty of Oral and Dental Medicine, Sphinx University, New Assiut, Egypt, for his close supervision, excellent guidance, continuous enlightenment, kind support, and always generous help.
Declarations
Conflict of Interest: The authors declare that they have no conflict of interest.
Funding: This research was self-funded.
Availability of Data: The information presented in this article is publicly available.
Ethical Considerations: No ethical approval was applicable to this work.
Preprint Publication Statement
An earlier version of this paper has been published as a preprint and assigned a DOI, making it a permanently identifiable and citable scholarly record.
Preprint DOI: https://doi.org/10.13140/RG.2.2.14769.60003
Preprint Source : https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4938919
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Citation: Ayman, A., Mustafa, A., Ali, M., & Kotb, S. (2026). Dental Educational curriculum Dilemma between Rigidity and Future Updates. J. Adv. Oral Dent. Sci.