As a result of the recent COVID-19 pandemic, dental schools across the country have had to rapidly restructure and reformat their dental curriculum.1-4 Yet the impacts on students’ performance with social distancing, remote learning, and other protocols implemented have not been well evaluated. Thirty-eight second-year predoctoral students participated in an operative preclinical course during the COVID-19 pandemic. To optimize learning, didactic lectures were separated from the preclinical exercises and provided remotely via Zoom. Our previous study showed that the majority of students prefer either recorded live lectures or prerecorded lectures with follow-up Q&A than nonrecorded lectures5 (Figure 1). Thus, most of the Zoom lectures during the course were recorded and uploaded, and students were granted access to them. When this lecture series was completed and limited laboratory access was granted by the university, students were able to proceed with the in-person, hands-on portion of the course. The students were divided into smaller groups to maintain social distancing. However, students’ access to the lab outside of their mandatory sessions was strictly limited. Upon completion of both the didactic and lab exercises, students were evaluated through a monitored, online-based written examination, and a lab practical examination (class-II amalgam preparation/restoration and class III-composite preparation/restoration). The written exam in 2020 was given in an online, remote, multiple-choice (MC) format, while a hardcopy exam with MC questions was used from 2014 to 2019. The level of difficulty of the written exam was kept as similar as possible for the last 7 years to allow for comparison. During the pandemic, the LockDown Browser and camera-monitoring system (Respondus, Redmond, WA) was introduced to maintain academic integrity. The same format for the preclinical lab competency exam was used from 2014 to 2020. Students were also asked to voluntarily participate in an anonymous survey gauging their perceptions on how this new structure affected their education (response rate = 82%, n = 31). Despite the separation of didactic and preclinical learning, students scored well on both the written and lab examinations. Interestingly, the average written score was 78.3%, which was 4.7% higher than the collective 2014–2019 average performance. When comparing this year's performance to the previous 6-year averages for the simulation examination, students averaged 2.6% higher. The trend of better performance in the separated class year was also seen when analyzing each portion of the simulation examination (Table 1). Student feedback shed light on the strengths and weaknesses of this reformatted course. For the preclinical lab course, students felt that the reduced number of students in each lab session was optimal for learning (87%) and for their health and safety (94%) (Figure 2A). However, students were not satisfied with the limited access to the lab outside of mandatory sessions (78%) (Figure 2A). Even though students felt that providing lectures that preceded lab exercises was not optimal for their learning (68%) (Figure 2B), they also reported that this separation of lectures and lab exercises resulted in providing them with more time for self-directed learning with quality online materials. Students reported that in particular recorded didactic lectures were tremendously helpful because they allowed students to revisit topics covered in lectures and review relevant information prior to each lab session as well as the written examination. These findings demonstrate that the quality of student learning may have been maintained during the pandemic. High-quality, online materials, such as recorded lectures, may play an important role in filling the gap between distanced didactic lectures and preclinical and clinical exercises. Additional factors might have led to students’ higher performance, such as stronger performers preclinically and academically in this class year and greater student engagement stemming from stricter regulations. Further research is needed in the pandemic era and beyond. The Authors would like to thank the Harvard School of Dental Medicine Class of 2022 and faculty for their participation in virtual classes, preclinical operative exercises and feedback sessions. The authors have no conflicts of interest to disclose.

Journal of Dental EducationVolume 85, Issue S3 p. 1909-1912 ISSUE INFORMATIONFree Access Journal of Dental Education Volume 85 Number S3/December 2021 First published: 17 December 2021 https://doi.org/10.1002/jdd.12646AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume85, IssueS3Supplement: Advancing Through InnovationDecember 2021Pages 1909-1912 RelatedInformation

Journal of Dental EducationVolume 85, Issue S3 p. 1949-1951 ADVANCING THROUGH INNOVATION Eye in the sky: Student perceptions of secure remote examinations Kristie Kaczmarek BS, Kristie Kaczmarek BS Harvard School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this authorEmily Chen BA, Emily Chen BA Harvard School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this authorHiroe Ohyama DDS, MMSc, PhD, DMD, Corresponding Author Hiroe Ohyama DDS, MMSc, PhD, DMD [email protected] orcid.org/0000-0002-3599-1671 Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA Correspondence Hiroe Ohyama DDS, MMSc, PhD, DMD, Assistant Professor, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, 188 Longwood Avenue, Boston, MA 02115. Email: [email protected]Search for more papers by this author Kristie Kaczmarek BS, Kristie Kaczmarek BS Harvard School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this authorEmily Chen BA, Emily Chen BA Harvard School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this authorHiroe Ohyama DDS, MMSc, PhD, DMD, Corresponding Author Hiroe Ohyama DDS, MMSc, PhD, DMD [email protected] orcid.org/0000-0002-3599-1671 Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA Correspondence Hiroe Ohyama DDS, MMSc, PhD, DMD, Assistant Professor, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, 188 Longwood Avenue, Boston, MA 02115. Email: [email protected]Search for more papers by this author First published: 09 June 2021 https://doi.org/10.1002/jdd.12703Citations: 3Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES 1Chen E, Kaczmarek K, Ohyama H. Student perceptions of distance learning strategies during COVID-19. J Dent Educ. 2020: 1-2. https://doi.org/10.1002/jdd.12339. 2Dragan IF, Yildiz LF, Dunn K, Ramesh A. Integrating remote proctoring in dental education: problem, solution and results. J Dent Educ. 2020: 1-3. 3Scarbecz M, Starks JE, DeSchepper EJ. Using a virtual meeting room application to proctor remote exams. J Dent Educ. 2020: 1-2. 4Lee J, Kim RJ, Park S-Y, Henning MA. Using technologies to prevent cheating in remote assessments during the COVID-19 pandemic. J Dent Educ. 2020: 1-3. 5Woldeab D, Brothen T. 21st Century assessment: online proctoring, test anxiety, and student performance. Int J E-Learning Distance Educ. 2019; 34(1): 1-10. Citing Literature Volume85, IssueS3Supplement: Advancing Through InnovationDecember 2021Pages 1949-1951 ReferencesRelatedInformation

In March 2020, the COVID-19 pandemic necessitated the immediate closure of in-person dental education to comply with social regulations. Dental schools faced the challenge of effectively engaging students over virtual learning platforms.1,2 Historically, there have been 2 approaches to distance learning: synchronous and asynchronous. Synchronous learning involves students learning together in live environments like lectures, which allows greater engagement and sense of community at the cost of scheduling and technological issues. Conversely, asynchronous learning allows students to learn material on their own and discuss it together in forums like emails or discussion boards, which provides time for material synthesis at the cost of community engagement.3,4 Initially, theHarvard School of DentalMedicine decided to continue virtual learning via a synchronous, live lecture format. However, students perceived their dental education worsening with the transition to virtual learning, with increased burnout and decreased retention and engagement in course material.

Journal of Dental EducationVolume 85, Issue S1 p. 1197-1199 ADVANCING THROUGH INNOVATION Distance learning in the COVID-19 era: Comparison of student and faculty perceptions Kristie Kaczmarek BS, Kristie Kaczmarek BS Harvard School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this authorEmily Chen BA, Emily Chen BA Harvard School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this authorHiroe Ohyama DDS, MMSc, PhD, DMD, Corresponding Author Hiroe Ohyama DDS, MMSc, PhD, DMD [email protected] orcid.org/0000-0002-3599-1671 Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA Correspondence Hiroe Ohyama, Assistant Professor, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, 188 Longwood Avenue, Boston, MA 02115, USA. Email: [email protected]Search for more papers by this author Kristie Kaczmarek BS, Kristie Kaczmarek BS Harvard School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this authorEmily Chen BA, Emily Chen BA Harvard School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this authorHiroe Ohyama DDS, MMSc, PhD, DMD, Corresponding Author Hiroe Ohyama DDS, MMSc, PhD, DMD [email protected] orcid.org/0000-0002-3599-1671 Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA Correspondence Hiroe Ohyama, Assistant Professor, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, 188 Longwood Avenue, Boston, MA 02115, USA. Email: [email protected]Search for more papers by this author First published: 18 October 2020 https://doi.org/10.1002/jdd.12469Citations: 13Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES 1DeBate RD, Cragun D, Severson HH, et al. Factors for increasing adoption of E-courses among dental and dental hygiene faculty members. J Dent Educ. 2011; 75(5): 589-597. 10.1002/j.0022-0337.2011.75.5.tb05084.x PubMedWeb of Science®Google Scholar 2Saeed SG, Bain J, Khoo E, Siqueira WL. COVID-19: finding silver linings for dental education. J Dent Educ. 2020; 84(10): 1060-1063. 10.1002/jdd.12234 PubMedWeb of Science®Google Scholar 3Van Doren JE, Lee JE, Breitman LS, Chutinan S, Ohyama H. Students' perceptions on dental education in the wake of the COVID-19 pandemic. J Dent Educ. 2021; 85(Suppl. 1): 1187-1189. 10.1002/jdd.12300 Google Scholar 4Chen E, Kaczmarek K, Ohyama H. Student perceptions of distance learning strategies during COVID-19. J Dent Educ. 2021; 85(Suppl. 1): 1190-1191. 10.1002/jdd.12339 Web of Science®Google Scholar 5Iyer P, Aziz K, Ojcius DM. Impact of COVID-19 on dental education in the United States. J Dent Educ. 2020; 84(6): 718-22. 10.1002/jdd.12163 PubMedWeb of Science®Google Scholar 6 Harvard University Information Technology. Rules and Best Practices for the Recording of Classroom Sessions Conducted via Zoom. Harvard University Website. https://harvard.service-now.com/ithelp?id=kb_article&sys_id=6880408bdbab8c9430ed1dca489619bc. Updated August 18, 2020. Accessed September 1, 2020. Google Scholar Citing Literature Volume85, IssueS1Supplement: Advancing Through Innovation in a Challenging TimeJune 2021Pages 1197-1199 This article also appears in:Advancing Through Innovation in a Challenging Time ReferencesRelatedInformation