Future-Proofing Dentistry: A Qualitative Exploration of COVID-19 Responses in UK Dental Schools.

Abstract

Introduction: The COVID-19 pandemic had extensive influence on dental education. UK dental schools were compelled to respond with substantial adaptations to clinical training approaches and environments to mitigate educational impact.

Materials and methods: The Surveying Pandemic Education Response in Higher Education Dental Schools (SPEARHEAD) study aimed to retrospectively evaluate the diverse responses of UK dental schools to the COVID-19 pandemic. All UK dental schools were invited to participate in semi-structured interviews to ascertain institutional responses, with transcripts subjected to thematic framework analysis.

Results and discussion: Ten UK dental schools contributed to the study and three main themes were identified: student education, environment, and procedures and equipment. The most common approach to student education was the reduction of student numbers in clinical areas; however, this increased supervisory demands. While there was widespread acknowledgement of the need for enhanced ventilation, implementing the necessary modifications was frequently constrained by building configurations and financial implications. Numerous procedural adjustments were implemented, accompanied by widespread adoption of enhanced personal protective equipment. Fallow periods were common, although differing durations underscored the need for data-driven guidance. Many schools transitioned towards electric speed-controlled handpieces, but the need to reflect real-world scenarios often led to a reversion to air turbines.

Conclusion: UK dental schools showed initiative, resilience, and ingenuity in safeguarding students from enduring irretrievable educational setbacks amidst the challenges posed by the COVID-19 pandemic. Validating a data-driven strategy for addressing future threats would facilitate a unified response, minimising the educational repercussions and bolstering the resilience of dental training.