![]() Furthermore, a study in Poland demonstrated the efficacy of blended learning in conservative dentistry, revealing that dental student respondents were pleased with the blended-learning model and would like to keep using it even after the pandemic is over. Many meetings have also been held online using tools like Canvas, Google Meet, Microsoft Teams, Panopto, Skype, and ZOOM. Almost all dental lectures are now delivered via online courses in order to maintain protective social distance. A hybrid learning model that combines lectures (theoretical component) delivered via e-learning platforms, in-person learning for preclinical programs, and practical (clinical) courses will most likely be a cornerstone of future dental education. Dental students, as opposed to medical students, are thought to be the most vulnerable because of the nature of their clinical training, which includes working in patients’ oral cavities with aerosol-generating equipment. Clinical dental education has faced unique challenges when compared to other medical specialties. Online learning has the potential to improve pre-clinical medical education by allowing integration and collaboration between classes of medical students. Because all medical schools already had learning management systems and key electronic resources integrated into their curricula, a quick transition to online delivery should be possible. Telemedicine has the potential to address some of the issues confronting medical education today. A cross-sectional, mixed-method survey of fourth-year medical students in the United States of America revealed that the pandemic had the greatest impact on surgery, internal medicine, and obstetrics. A qualitative investigation of medical students’ experiences with telehealth throughout COVID-19 revealed a clear transformation in students now recognizing the importance of telemedicine and expressing desire for their clinical supervisors or hospital teams to be able to practice telemedicine services proficiently. During the COVID-19 pandemic, medical and dental schools, in particular, will require adaptation of clinical training programs. The spread of COVID-19 viruses has resulted in the most dramatic changes for all of us. The application of this novel method to multidisciplinary student teams as well as clinical subjects is also a challenge. Future research should compare traditional study, online teaching, and blended learning in innovation-related topics among dental students. This study reveals the process of developing dental curricula and sharing teaching experiences in innovation and entrepreneurship with dental students during a pandemic. ![]() After a 6 h team-based discussion that included a 2-time presentation, all dental students were able to develop an innovation research proposal and present it in front of the class. Each group was tasked with creating an innovative research proposal related to clinical dental issues encountered during the pandemic. Students of both classes were divided into five groups. ![]() Sixth year dental students from the academic years 20 attended, with 26 and 29 students, respectively. This article made extensive use of the adaptive design thinking model, which included brainstorming, classroom presentation, reflection, and revision. The purpose of this article is to develop a curriculum and share teaching experience in innovation and entrepreneurship for dental students during the pandemic, in order to help train future dentists. COVID-19 virus spread has resulted in the most dramatic changes for all of us. ![]()
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