Abstract:
Background: The COVID-19 pandemic necessitated a rapid transition from traditional classroom
teaching to online learning, profoundly impacting medical and dental education. This shift raised
concerns regarding its effectiveness compared to conventional face-to-face modalities.
Objective: To compare student perceptions of online versus face-to-face teaching and to evaluate
their academic performance under both modalities.
Methods: A cross-sectional study was conducted among 100 preclinical BDS students. Data were
collected using a validated questionnaire assessing preferences, satisfaction, and challenges related
to online learning. Academic performance was compared using results from two consecutive terms:
the first taught online during the pandemic and the second delivered on campus. Statistical analysis
was performed using SPSS 23, with Chi-square tests applied; a p-value ≤ 0.05 was considered
significant.
Results: A significant association was observed between academic performance and teaching
modality (p = 0.012). The pass rate was higher among students taught face-to-face (9.2%) compared
to those taught online (3.4%). Questionnaire responses revealed that most students preferred
traditional on-campus classes, citing teacher presence, structured interaction, and reduced distractions
as key benefits. Online classes were perceived as less personalized and more challenging in terms of
engagement.
Conclusion: Face-to-face teaching was found to be more effective in terms of both student
performance and satisfaction. While online learning offers flexibility, its limitations necessitate careful integration. A blended approach may provide the most balanced and sustainable model for
future dental education.
