Due to the COVID-19 pandemic, eLearning became the lifeline of higher education. We explored university educators’ eLearning perspectives, practices, and future adoption intentions. In-depth interviews with 14 educators from a large university in Singapore were conducted. Educators had limited eLearning experience prior to COVID-19 emergency eLearning and expressed strong preferences for in-person sessions. The short notice to switch to eLearning and lack of eLearning experiences created stress and anxiety. Educators responded by making efforts that allowed for teaching to continue, conceding that some expectations had to be readjusted. Despite many obstacles, educators acknowledged reduced apprehension towards eLearning. Reflecting upon their experiences, educators highlighted opportunities and challenges of eLearning. A key opportunity was increased flexibility, which enabled students to learn independently. Additionally, eLearning triggered reflection upon educators teaching which could lead to improved practice. Reduction of some barriers to student–educator interaction were also mentioned. Key challenges include creating social, emotional, and cognitive engagement, catering to diverse student needs and providing holistic learning experiences. Considering opportunities and challenges, educators envisioned that eLearning would feature in their future teaching if practical and helpful for achieving educational goals. Hybrid or blended learning approaches were preferred, but support enabling the implementation of technology-based and pedagogy-informed teaching is necessary.

Objective: To investigate the differences in imaging characteristics and the diagnostic accuracy of 225 intraosseous jaw lesions on panoramic radiographs (PAN) versus cone beam computed tomography (CBCT). Methods: 225 sets of PAN and CBCT images with biopsy-proven histopathological diagnoses were retrospectively compared in terms of radiographic features and diagnostic accuracy. The imaging characteristics of PAN and CBCT were independently evaluated by two oral and maxillofacial radiologists who were required to answer 12 questions and provided up to three differential diagnoses with their confidence scores. Results: Odds ratios (ORs) were statistically significant for border cortication (OR = 1.521; p = .003) and border continuity (OR = 0.421; p = .001), involvement on neurovascular canals (OR = 2.424; p < .001), expansion (OR = 7.948; p < .001), cortical thinning (OR = 20.480; p < .001) as well as its destruction (OR = 25.022; p < .001) and root resorption (OR = 2.477; p < .001). Furthermore, imaging features in the posterior and mandibular regions showed better agreement than those in the anterior and maxillary regions, respectively. The diagnostic accuracy of the first differential diagnosis was higher on CBCT than on PAN (Observer 1:78.7 vs 64.4%; Observer 2: 78.7 vs 70.2% (p < .001)). The observers’ confidence scores were also higher at CBCT interpretation compared with PAN. Conclusions: CBCT demonstrated a greater number of imaging characteristics of intraosseous jaw lesions compared with PAN, especially in the anterior regions of both jaws and in the maxilla. Diagnostic accuracy is improved with CBCT compared to PAN, especially for lesions in the maxilla. Radiologists have greater confidence when using CBCT.

Introduction: The COVID‐19 pandemic has necessitated an unprecedented shift from face‐to‐face teaching to e‐learning. Previous surveys revealed the negative impact of COVID‐19 on dental education and the physical and psychological well‐being of dental students. This qualitative study aimed to investigate the perspectives of dental educators towards e‐learning during the pandemic and the impact of this experience on their future adoption of e‐learning.Materials and Methods: Semi‐structured interviews with dental educators from the National University of Singapore were conducted over Zoom. Audio recordings were transcribed verbatim and subjected to thematic analysis. Data saturation was reached. Consolidated criteria for reporting qualitative research (COREQ) was followed.Results: Fifteen out of 22 (68%) eligible dental educators were interviewed. Educators had minimal prior e‐learning experience. They encountered difficulties in engaging students, assessing students' understanding and adapting their teaching. A practical challenge was to ensure the well‐rounded training of competent dentists with adequate patient‐interaction skills through e‐learning. Self‐motivation of the audience, class size, type of teaching and complexity of the material were perceived as factors influencing the suitability of the e‐learning format. Educators reported an increased confidence after this emergency e‐learning experience. Some considered sustaining or expanding e‐learning in their future teaching practice and highlighted the need for continued investment and institutional support, training on the pedagogy of e‐learning modalities and curriculum redesign to accommodate blended learning approaches.Conclusions: Although the shift to e‐learning during the COVID‐19 pandemic presented a myriad of challenges, dental educators gained experience and confidence which may accelerate the pace of future e‐learning adoption and innovation.