Virtual Versus Traditional Learning: A Comparison of Dental Students' Perception and Satisfaction

Background: Comparing the effectiveness of virtual and traditional learning methods is crucial for understanding their impact on knowledge transmission in different subjects. The objective of this cross-sectional study was to explore dental students' perceptions and satisfaction levels with their experiences in virtual learning compared to traditional classroom learning. Methods: A cross-sectional survey was administered to all dental students in the College of Dentistry across preclinical (3rd and 4th year) and clinical (5th and 6th year) levels using Google Forms. The questionnaire included items from the validated student survey component of the Blended Learning Toolkit, the Quality Matters Higher Education Rubric, and the Web Learning Project Student Survey. Results: With a 93% response rate from 313 students, the survey results indicated a strong preference (87%) for traditional learning among 3rd-year preclinical students who favored it over virtual learning, contrasting with 54% of 6th-year clinical year students. Most of the students acknowledged that traditional learning facilitates the use of various instructional methods while virtual learning hinders interactions among each other (p = 0.068). However, virtual lectures were perceived as more organized (70% to 89%, p = 0.014). Gender differences were minimal in preference for virtual learning, but male students significantly preferred traditional methods (p = 0.001). Conclusion: The results indicate a preference for traditional over virtual learning, especially among males and preclinical dental students, emphasizing the need for an integrated approach that combines the structured benefits of virtual learning with the interactive advantages of traditional classrooms.