Abstract
Objective:
The coronavirus disease 2019 pandemic suspended the traditional face-to-face learning process in pre-licensure dentistry programs, which required a shift to e-learning across the League of Arab States. While digital platforms ensured continuity in theoretical learning, the shift posed particular challenges for clinical skills training, a core pillar of dental education.
Methods:
This region-focused review examines dental students’ perceptions, acceptance, and challenges regarding e-learning during the pandemic, with a focus on its practical implications for dental education and training across Arabic-speaking countries. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines, a comprehensive search across 10 databases was conducted to identify relevant studies published between 2020 and 2024. Data extracted included country, study design, participant characteristics, instructional platforms/modalities, e-learning perceptions and challenges, and key findings. Extracted data were summarized in tabular form and synthesized narratively to map study characteristics and interpret key findings across the included studies.
Results:
The included studies (N = 24) used a variety of platforms, such as Blackboard, Moodle, Microsoft Teams, Zoom, and Saudi Arabia’s national Madrasati. Studies indicated that dental students embraced e-learning convenience but were apprehensive of its inadequacy in imparting clinical competencies. Restraining factors included poor internet accessibility, lack of experience among faculty members in digital pedagogy, and limited interactive opportunities, particularly in low-resource settings. Psychological distress and heightened anxiety also impaired learning. Blended designs involving on-campus clinical training and distance learning were an acceptable compromise for students.
Conclusion:
Despite successful e-learning during didactic courses, it was not sufficient to simulate clinical practice training for dental students. Investments in upgrading digital infrastructure, training faculty, and simulation technologies are necessary to deliver high-quality post-pandemic dentistry education. Hybrid learning models offer a balanced approach without compromising clinical skill development.