<?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>S2215-34112022000100122</article-id>
<article-id pub-id-type="doi">10.15517/ijds.2021.46567</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Impact of COVID-19 pandemic on dental education: perception of professors and students]]></article-title>
<article-title xml:lang="es"><![CDATA[Impacto de la pandemia COVID-19 en educación dental: percepción de estudiantes y profesores]]></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 Department of Oral Diagnosis]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Campinas Piracicaba Dental School Department of Oral Diagnosis]]></institution>
<addr-line><![CDATA[ ]]></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[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,University of Campinas Piracicaba Dental School Department of Oral Diagnosis]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,University of Padova  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Italy</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,University of Campinas Piracicaba Dental School Department of Oral Diagnosis]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil.</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>122</fpage>
<lpage>133</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34112022000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34112022000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34112022000100122&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 evaluate perception and feelings experienced by dentistry professors and students about distance learning during the COVID-19 pandemic. Fifty professors and fifty- two students reported the perceptions and implications of distance learning imposed by the pandemic of COVID-19. The participants' answers were analyzed using the qualitative-quantitative method of the collective subject's discourse. The answers were summarized in central ideas, distributed in absolute and relative frequency. The answers with similar central ideas were grouped, obtaining the discourse of the collective subject. The similar central ideas about distance learning addressed by professors and students were: suitable for didactic courses; limited laboratory and clinical courses, and internet access difficulties. Specifically for professors: a complement to classroom teaching; stress and learning with digital technologies; difficulty in reconciling classes with domestic activities; concerns with motivation and interaction with students; asynchronous lectures favor knowledge fixation, and synchronous lectures favor interaction with students; unreliable assessment methods; concern about returning to face-to-face classes. For the students: it was applied to all courses; demotivating; fundamental to guide studies; professors' commitment; long lectures; excessive school activities; difficult attendance control and evaluation; the comfort of being at home; impact on research. Professors considered distance learning as a learning opportunity on how to use digital technologies but too limited for lab and clinical activities and interaction with students. Students found it discouraging due to the absence of practical classes and excessive school activities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Evaluar la percepción y los sentimientos manifestados por profesores y estudiantes de odontología sobre la educación a distancia durante la pandemia por COVID-19. 50 profesores y 52 estudiantes informaron las percepciones e implicaciones del aprendizaje a distancia impuestas por motivo de la pandemia de COVID-19. Respuestas de los participantes fueron analizadas utilizando el método cualitativo-cuantitativo del discurso del sujeto colectivo. Respuestas se agruparon en ideas centrales, obteniendo el discurso del sujeto colectivo y fueron distribuidas en frecuencia absoluta y relativa. Ideas centrales similares entre profesores y estudiantes sobre el aprendizaje a distancia fueron: a) es adecuado para cursos didácticos; b) limitado para cursos de laboratorio y clínicos; c) presenta dificultades devido al acceso a Internet. Específicamente para profesores: a) complemento a la docencia en el aula; b) aumenta el estrés devido a la curva de aprendizaje con tecnologías digitales; c) dificultad para conciliar las clases con las actividades domésticas; d) preocupaciones con la motivación y la interacción con los estudiantes; e) las clases asincrónicas favorecen la fijación del conocimiento y las clases sincrónicas favorecen la interacción con los estudiantes; f) métodos de evaluación poco fiables; y g) preocupación por volver a las clases presenciales. Para los estudiantes: a) se aplicó a todos los cursos; b) desmotivador fundamental para orientar los estudios; c) compromiso de los profesores; d) conferencias largas; e) actividades escolares excesivas; f) difícil control y evaluación de asistencia; g) la comodidad de estar en casa; y h) impacto en la investigación. Profesores consideraron el aprendizaje a distancia como una oportunidad de aprendizaje sobre cómo utilizar las tecnologías digitales, pero demasiado limitado para las actividades de laboratorio y clínicas y la interacción con los estudiantes. Estudiantes lo encontraron desalentador debido a la ausencia de clases prácticas y al exceso de actividades escolares.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Coronavirus infections]]></kwd>
<kwd lng="en"><![CDATA[Social distance]]></kwd>
<kwd lng="en"><![CDATA[Dentistry]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Dental]]></kwd>
<kwd lng="en"><![CDATA[Qualitative research]]></kwd>
<kwd lng="es"><![CDATA[Infecciones por coronavirus]]></kwd>
<kwd lng="es"><![CDATA[Distanciamiento social]]></kwd>
<kwd lng="es"><![CDATA[Odontología]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Educación en odontología]]></kwd>
<kwd lng="es"><![CDATA[Investigación cualitativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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