{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T16:52:44Z","timestamp":1787935964049,"version":"build-2784847793"},"reference-count":29,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2024,5,30]],"date-time":"2024-05-30T00:00:00Z","timestamp":1717027200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Med."],"abstract":"<jats:sec><jats:title>Background<\/jats:title><jats:p>The COVID-19 pandemic accelerated the global adoption of e-learning, even in institutions that had previous reservations. Nevertheless, the impact of this transformation on dental education remains unclear. This study aimed to assess the e-learning readiness of dental students and faculty before and after COVID-19. It also explored their post-pandemic e-learning preferences for dental education.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>Cross-sectional surveys were conducted at King Abdulaziz University\u2019s Faculty of Dentistry (KAUFD) in Jeddah, Saudi Arabia both before and after COVID-19. Faculty and students from two distinct cohorts were recruited at two time points. Participants completed a detailed questionnaire on e-learning readiness across multiple domains. Statistical analysis was performed using R v 3.6.3. Descriptive and group comparisons were conducted using chi-squared test, unpaired <jats:italic>t<\/jats:italic>-test, and Spearman\u2019s correlation.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>1,057 responses (response rate\u2009=\u200999.8%) were analyzed: 2015 (<jats:italic>n<\/jats:italic>\u2009=\u2009400) and 2021 (<jats:italic>n<\/jats:italic>\u2009=\u2009657). Both faculty and students demonstrated significant improvements in e-learning readiness across all domains from 2015 to 2021. In 2021, faculty members scored significantly higher than students in almost all readiness domains, except for e-learning experience (<jats:italic>p<\/jats:italic>\u2009&amp;lt;\u20090.001 for all domains). After the pandemic, both groups preferred a blended learning model: 75% traditional and 25% online education. A significant increase in typing and editing training requests by faculty and students was observed in 2021. Students showed a decline in training needs for web and online tool usage.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>The COVID-19 pandemic pushed the rapid adoption of e-learning in dental education. In this study, faculty showed greater e-learning readiness, but students voiced concerns about missed in-person interactions, social isolation, and screen fatigue. Further multi-institutional studies are required for more comprehensive insights.<\/jats:p><\/jats:sec>","DOI":"10.3389\/fmed.2024.1306205","type":"journal-article","created":{"date-parts":[[2024,5,30]],"date-time":"2024-05-30T11:00:38Z","timestamp":1717066838000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":6,"title":["E-learning readiness among dental students and faculty: a comparative study before and after the COVID-19 pandemic"],"prefix":"10.3389","volume":"11","author":[{"given":"Talal 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