Comparative Assessment of Chemistry Learning under Remote and Lecture Attendance Conditions for Dentistry Students

Remote teaching and evaluation platforms are increasingly used due to their user-friendliness and relatively inexpensive implementation. Digital teaching platforms including Google Classroom and Moodle are rapidly evolving to provide comprehensive tools for teaching, grading, and learning in several modalities including self-regulated learning, traditional lectures and team-based learning using virtual schoolrooms. However, quantitative comparisons of the effectiveness between remote versus in-person learning are relatively scarce. Here we present the results of comparative general chemistry evaluations applied to students enrolled in a School of Dentistry before and after an Oral Biology course either under remote or lecture attendance learning conditions with the aid of a digital teaching platform. The results indicate topic-dependent improvement rates and suggest that remote learning can be effectively implemented to meet knowledge standards for undergraduate students.