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Examination performance of dentistry students during the COVID-19 pandemic.

Heidi ArponenQing Zou-KopsaTerhi Karaharju-Suvanto
Published in: Acta odontologica Scandinavica (2022)
Our results imply that online teaching did not systematically improve or worsen the examination performance of undergraduate students of dentistry. Our findings have important policy implications for educational practices in the future. The observed annual grade variation might reflect the effectiveness of remote teaching, changes in students' performance, or non-systematic grading.
Keyphrases
  • high school
  • medical students
  • healthcare
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  • systematic review
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  • current status
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