Academics’ and students’ educational experiences at the school of dentistry and oral health, during the COVID-19 pandemic

INTRODUCTION

The COVID-19 pandemic caused unprecedented disruption to higher education systems worldwide, with dental education being among the most affected disciplines due to its reliance on direct patient care and hands-on clinical training.^[1] To reduce viral transmission, dental schools globally suspended face-to-face teaching and clinical activities, leading to a rapid and often unplanned transition to online learning. While these measures were necessary for infection control, they significantly altered traditional teaching methods and raised concerns regarding the quality of education, clinical competence, and overall student perceptions.^[2,3]

The shift to e-learning introduced both opportunities and challenges. On the one hand, digital platforms enabled continuity of theoretical instruction, improved access to recorded materials, and facilitated participation in virtual academic activities.^[3] On the other hand, barriers such as limited technological infrastructure, unreliable internet connectivity, inadequate digital skills, and reduced interaction between students and educators affected the overall learning experience. These challenges were particularly pronounced in dentistry, where practical skill acquisition and patient interaction are integral components of training.^[4-7]

Globally, several studies have explored the impact of the COVID-19 pandemic on dental education, reporting disruptions in clinical training, increased academic workload, reduced student engagement, and heightened psychological stress among both students and staff.^[3,8] However, most of this evidence originates from high-income countries with multiple dental institutions, well-established digital infrastructure, and access to alternative teaching modalities such as simulation technologies. As a result, these findings may not be directly applicable to resource-limited settings.

In small island developing states such as Fiji, the challenges associated with the pandemic were further compounded by structural and geographical limitations. Fiji National University’s (FNU) School of Dentistry and Oral Health (SDOH) is the only institution responsible for training the country’s dental workforce and serves students from the wider Pacific region. The sudden suspension of clinical activities and transition to online learning, therefore, had implications not only for individual students and academics but also for national workforce development and healthcare delivery. Limited access to stable internet, fewer technological resources, and the absence of alternative clinical training pathways further intensified these challenges.

Despite these unique contextual factors, there is a lack of empirical evidence examining how the COVID-19 pandemic affected dental education in Fiji and similar settings. Understanding these experiences is essential for identifying gaps, informing policy decisions, and strengthening resilience in educational systems facing future disruptions.

MATERIAL AND METHODS

RESULTS

DISCUSSION

This study provides one of the first empirical insights into the impact of the COVID-19 pandemic on dental education within a small island developing state. By examining both academics and students at Fiji’s sole dental training institution, the findings offer a unique institutional perspective on how abrupt educational disruptions affected teaching, learning, clinical training, and well-being.

The transition to online learning enabled continuity of theoretical education, with both academics and students recognizing benefits such as flexibility, accessibility of recorded lectures, and opportunities to engage in virtual academic activities. These findings are consistent with global reports highlighting rapid digital adaptation in higher education during the pandemic.^[1] However, despite these advantages, online learning was not perceived as an adequate substitute for traditional dental education. Reduced interaction, technological limitations, and decreased student engagement were frequently reported, underscoring the challenges of sustaining effective learning in a fully remote environment.^[4,10]

A key finding of this study is the substantial disruption to clinical training. All academic participants reported that students’ acquisition of practical skills was negatively affected, and many expressed concerns regarding students’ readiness to progress academically. Similarly, a large proportion of students reported reduced confidence in their clinical competence. These findings align with existing literature emphasizing that dentistry, as a practice-based discipline, cannot be effectively taught without hands-on experience.^[11-13] The suspension of clinics, combined with reduced patient attendance due to financial and public health concerns, significantly limited opportunities for skill development.^[13-15] In the context of Fiji, where a single institution is responsible for training the national dental workforce, such disruptions may have long-term implications for workforce preparedness and service delivery.

The study also highlights mixed impacts on research productivity. While some academics and students reported increased time for writing due to reduced clinical commitments, others experienced challenges due to limited access to laboratories and institutional resources. This variability reflects the broader disruption of academic research activities globally, particularly in settings with limited infrastructure and support systems.^[13-15]

Psychological impacts were more pronounced among students than academics, with over half of the students reporting stress, anxiety, or related symptoms. Contributing factors likely include uncertainty regarding academic progression, reduced clinical exposure, and social isolation. Academics reported comparatively lower psychological impact, which may reflect differences in professional stability and experience. Nonetheless, the findings emphasize the importance of incorporating mental health support into institutional response strategies during large-scale disruptions.

Importantly, this study addresses a critical gap in the literature by providing context-specific evidence from a resource-limited and geographically isolated setting. Unlike studies conducted in high-income countries with multiple dental schools and advanced digital infrastructure, this research reflects the realities of a single-institution system with constrained resources. The findings, therefore, offer valuable insights for similar settings, where disruptions to education may have amplified consequences.

Although COVID-19-related lockdowns have ended, the relevance of this study extends beyond the immediate pandemic period. The crisis has led to lasting changes in dental education, including increased integration of digital learning, hybrid teaching approaches, and heightened awareness of infection control. Furthermore, the lessons learned are directly applicable to future disruptions, such as emerging infectious diseases, natural disasters, and climate-related events, which are of particular concern in small island developing states.

Overall, while digital technologies provided an essential bridge for educational continuity, they were insufficient in addressing the core clinical training requirements of dental education. Strengthening digital infrastructure, developing innovative approaches to simulation-based training, and implementing flexible, resilient educational models are critical to ensuring preparedness for future disruptions.

CONCLUSION

COVID-19 pandemic significantly disrupted dental education at the SDOH in Fiji, particularly in relation to clinical training and student well-being. While online learning enabled continuity of theoretical instruction, it was insufficient in addressing the practical requirements of dental education. These findings highlight the need for resilient and adaptable educational strategies, including the integration of hybrid learning models, investment in digital infrastructure, and the development of alternative approaches to clinical training. Such measures are essential to ensure continuity and quality of dental education in the face of future disruptions, particularly in resource-limited and geographically isolated settings.