<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3411</journal-id>
<journal-title><![CDATA[Odovtos International Journal of Dental Sciences]]></journal-title>
<abbrev-journal-title><![CDATA[Odovtos]]></abbrev-journal-title>
<issn>2215-3411</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Odontología. Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34112021000300179</article-id>
<article-id pub-id-type="doi">10.15517/ijds.2021.47770</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Digital technology in dental education during COVID-19 pandemic: worldwide experience of professors and students]]></article-title>
<article-title xml:lang="es"><![CDATA[Tecnología digital en la educación odontológica durante la pandemia por COVID-19: experiencia mundial de profesores y estudiantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Eliana Dantas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brasil]]></surname>
<given-names><![CDATA[Danieli Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santaella]]></surname>
<given-names><![CDATA[Gustavo Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cascante-Sequeira]]></surname>
<given-names><![CDATA[Deivi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ludovichetti]]></surname>
<given-names><![CDATA[Francesco Saverio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Deborah Queiroz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Campinas Piracicaba Dental School Division of Oral Radiology, Department of Oral Diagnosis]]></institution>
<addr-line><![CDATA[Piracicaba ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Campinas Piracicaba Dental School Division of Oral Radiology, Department of Oral Diagnosis]]></institution>
<addr-line><![CDATA[Piracicaba ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,University of Louisville Department of Diagnosis and Oral Health Radiology and Imaging Sciences]]></institution>
<addr-line><![CDATA[Louisville ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,University of Campinas Piracicaba Dental School Division of Oral Radiology, Department of Oral Diagnosis]]></institution>
<addr-line><![CDATA[Piracicaba ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,University of Padova  ]]></institution>
<addr-line><![CDATA[Padua ]]></addr-line>
<country>Italy</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,University of Campinas Piracicaba Dental School Division of Oral Radiology, Department of Oral Diagnosis]]></institution>
<addr-line><![CDATA[Piracicaba ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>179</fpage>
<lpage>208</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34112021000300179&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34112021000300179&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34112021000300179&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The objective of this study was to assess the use and experience with digital communication tools among dentistry professors and students to adapt to distance learning during the Covid-19 pandemic. Nine hundread and ninety five participants (479 dentistry professors and 516 students) from countries in North America, Latin America, Brazil, Europe, Asia, Oceania, and the Middle East answered a questionnaire about motivation/stress/anxiety; practice with digital technologies; synchronous/asynchronous communication technologies (difficulties/benefits), and which ones would they prefer using when returning to college. Data were analyzed by the Chi-square test and Fisher's exact (&#945;=0.05). Motivation was more affected among the female professors, male students, and Brazilians (p&lt;0.05). Concern about the academic future, was higher among female students, up to 30 years old, from Latin America and Brazil, and lower for European professors (p&lt;0.05). Anxiety and stress were higher for undergraduate students up to 20 years old from Latin America and Brazil (p&lt;0.05). European professors used more synchronous videoconferencing services for lectures/questions, while Brazilians used more text messaging applications for answering questions (p&lt;0.05). Latin American professors used more surveys for evaluation (p&lt;0.05). Brazilian professors indicated that they would use "online meetings" and "survey administration services" when returning to face-to-face activities and European professors/students would use "email" (p&lt;0.05). Professors from Asia/Oceania/Middle East and professors/students from Brazil indicated "remote activities were important for students not to be inactive" (p&lt;0.05). Efforts were made to adapt Dentistry's teaching to distance learning during the COVID-19 pandemic. However, the technologies used for this, feelings, and experiences differed between professors and students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El objetivo de este estudio fue evaluar el uso y la experiencia con herramientas de comunicación digital entre profesores y estudiantes de odontología para adaptarse al aprendizaje a distancia durante la pandemia Covid-19. Novecientos noventa y cinco participantes (479 profesores y 516 estudiantes de odontología) de países de diferentes regiones de América del Norte, América Latina, Brasil, Europa, Asia, Oceanía y Oriente Medio respondieron un cuestionario sobre motivación/ estrés/ansiedad; práctica con tecnologías digitales; tecnologías de comunicación sincrónicas/asincrónicas (dificultades/beneficios), y cuáles continuarían usando al regresar a la universidad. Los datos se analizaron mediante las pruebas Chi-cuadrado y exacta de Fisher (&#945;=0,05). La motivación se vio más afectada entre las profesoras, estudiantes y brasileños (p&lt;0,05). La preocupación por el futuro académico fue mayor entre las estudiantes, hasta los 30 años, de América Latina y Brasil, y menor para el profesorado europeo (p&lt;0,05). El estrés fue mayor para el estudiantado de pregrado de Latinoamérica y Brasil hasta los 20 años (p&lt;0.05). El profesorado europeo utilizó más servicios de videoconferencia sincrónica para clases y consultas, mientras que el brasileño utilizó más aplicaciones de mensajería de texto para consultas (p&lt;0,05). El profesorado latinoamericano utilizó más encuestas para evaluación (p&lt;0.05). El profesorado brasileño indicó que utilizaría &#8220;reuniones en línea&#8221; y &#8220;servicios de encuestas&#8221; cuando regresaran a la presencialidad, mientras que el profesorado/ estudiantado europeo utilizaría &#8220;correo electrónico&#8221; (p&lt;0,05). El profesorado de Asia/ Oceanía/Medio Oriente y profesorado/estudiantado de Brasil indicó que "las actividades remotas eran importantes para que el estudiantado no estuviera inactivo" (p&lt;0,05). Se relizaron esfuerzos para adaptar la enseñanza de la Odontología al aprendizaje a distancia durante la pandemia de COVID-19. Sin embargo, las tecnologías utilizadas y las experiencias difirieron entre profesores y estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Coronavirus infections]]></kwd>
<kwd lng="en"><![CDATA[Social distance]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Dentistry education]]></kwd>
<kwd lng="es"><![CDATA[Infecciones por coronavirus]]></kwd>
<kwd lng="es"><![CDATA[Distanciamiento social]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Educación en odontología]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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