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| FROM THE EDITOR’S DESK |
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| Year : 2021 | Volume
: 19
| Issue : 1 | Page : 3 |
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From the editor's desk
KR Sowmya
Editor JIAPHD, Assistant Professor, Department Of Public Health Dentistry, Government Dental College and Research Institute, Fort, Bengaluru - 560 002, Karnataka, India
| Date of Submission | 19-Mar-2021 |
| Date of Acceptance | 19-Mar-2021 |
| Date of Web Publication | 31-Mar-2021 |
Correspondence Address:
K R Sowmya
Editor JIAPHD, Assistant Professor, Department Of Public Health Dentistry, Government Dental College and Research Institute, Fort, Bengaluru - 560 002, Karnataka
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/2319-5932.312645
How to cite this article:
Sowmya K R. From the editor's desk. J Indian Assoc Public Health Dent 2021;19:3 |
Greetings!
Welcome to the first issue of the year 2021.
A very happy new year!
I sincerely thank all the authors, reviewers, editorial board members, office bearers of IAPHD, all the members, Medknow, and readers for extending their continuous support and cooperation for bringing out the first issue of the year 2021 successfully.
During the COVID-19 pandemic, schools and universities shut their physical locations and moved education online. It was undeniably a great challenge to dental educators, administrators, and curriculum managers to safeguard the health of students, faculty, and patients on one hand, while ensuring no disruption in the education of students, on the other hand. However, the truth is, neither the students nor the teachers were geared up for this imposed transition into sudden virtual teaching, evoking dubiousness whether learning can truly happen in this environment. Limited to no access to clinical learning opportunities for students, collapse of research programs and grants; suspension of academic gatherings; and dramatic shifts in preplanned projects and activities are just few of the challenges faced in dental education.
Faculty development programs to adapt the technophobic health professionals and teachers into technophiles, creating institutional online platforms for teachers to conduct online sessions while training students and faculty to frequently incorporate online teaching–learning activities and assessments into their routine practice will enable the acclimatization and adaptation to the pedagogical variations imposed by the pandemic with ease. There is also a need for certain amendments in dental curriculum by introducing topics such as crisis management during a health crisis and natural disasters and knowledge about infectious disease at undergraduate and postgraduate level.
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