Dental students' and faculty perception of online exams with e‐invigilation in Cyprus

Abstract

AbstractIntroductionDuring the recent pandemic, e‐learning and e‐assessment methods have been implemented worldwide, providing opportunities for further implementation in the dental curriculum. This study aims to research the dental students' and dental faculty's perceptions of online exams with e‐invigilation.Materials and MethodsOnline questionnaires were developed and delivered, after three semesters of online exams, to all students and faculty. Descriptive statistics were performed, and answers were grouped into Principal Components (PC) using Principal Component Analysis (PCA). Statistical significance was set at p < .05.ResultsTwo‐hundred and sixty dental students (83.7%) and 24 dental faculty members (63.1%) answered the online questionnaires. PCA of students' responses revealed 4 PC, ‘University support to students’, ‘Comparison between online and face‐to‐face exams’, ‘Preparation for the online exams’ and ‘Attitudes towards the technology used for the online exams’. PCA of faculty responses revealed 5 PC: ‘Comparison between online and face‐to‐face exams’, ‘University support to faculty’, ‘Faculty attitudes towards the exam procedures’, ‘Human factors associated with the exam procedures’ and ‘Exam invigilation’. The overall satisfaction was high for both staff and students (higher for students and female staff). Students with previous experience in online exams scored more positively than first‐year students. University support, process‐related stress and e‐invigilation were highlighted.ConclusionsThe overall satisfaction with the e‐exams was high, despite the technical problems, time‐consuming processes and related stress. University support (training, IT support and resources) and mock exams emerged as important elements of online exams, as was the e‐invigilation, which students perceived as efficient and non‐intrusive.