The International Journal of Prosthodontics 718 CLINICAL RESEARCH Correspondence to: Dr Sang Park Associate Dean for Dental Education Harvard School of Dental Medicine 188 Longwood Ave, Boston, MA 02115 Email: sang_park@hsdm.harvard.edu Submitted October 8, 2021; accepted February 11, 2022. ©2022 by Quintessence Publishing Co Inc. Purpose: To compare predoctoral student performance in restorative dentistry related to cur- ricular changes implemented in response to the COVID-19 pandemic and to evaluate the impact of remote education on performance in didactic and preclinical examinations and objective structured clinical examinations (OSCEs). Materials and Methods: The study population consisted of 172 students, all members of the DMD graduating classes from 2017 to 2021. Scores in the Final Re- storative Treatment (FRTx) course, subdivided into didactic and preclinical lab work, and the OSCEs were assessed and compared between pre-pandemic students and during-pandemic students. Results: Performance in the preclinical lab exercises was statistically significantly higher in the during-pandemic cohort than in the pre-pandemic cohort after adjusting for students’ gender and admission scores. Performance in restorative dentistry as measured by the OSCE was not statisti- cally different among during-pandemic students compared to the pre-pandemic students. It was observed that students were more efficient and engaged during the more limited lab sessions with the increased student-to-faculty ratio that allowed for more feedback. Conclusion: Although virtual education cannot replace in-person experiences, this model served students satisfactorily during the COVID-19 pandemic, with added support structures such as flexible scheduling, interactive sessions, and additional small-group discussions to maintain academic performance in predoctoral education. Int J Prosthodont 2022;35:718–723. doi: 10.11607/ijp.8053 Predoctoral Student Performance in a Restorative Dentistry Course During the COVID-19 Pandemic Peter Grieco, DDS, DMSc Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA. Olivia Watrous, BS, DMD(c) Harvard School of Dental Medicine, Boston, Massachusetts, USA. Muath Aldosari, BDS, MPH, DMSc Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, Kingdom of Saudi Arabia; Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, Boston, Massachusetts, USA. Hiroe Ohyama, DDS, MMSc, PhD, DMD Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA. Sang Park, DDS, MMSc Dental Education, Harvard School of Dental Medicine, Boston, Massachusetts, USA. T he coronavirus (COVID-19) pandemic introduced significant challenges for dental professionals, educators, and students globally. Because the virus is transmitted primarily through respiratory droplets, the Centers for Disease Control (CDC), the American Dental Association (ADA), and the American Dental Education Association made strict guidelines for dental institutions regarding patient care and predoctoral education. 1,2 Dental schools had to adjust their curriculum according to the safety guidelines, which involved switching the educational platform to a virtual format, restricting in-person preclinical simulation instruction, and limiting patient care to urgent or emergency cases. 3 © 2023 BY QUINTESSENCE PUBLISHING CO, INC. PRINTING OF THIS DOCUMENT IS RESTRICTED TO PERSONAL USE ONLY. NO PART MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM WITHOUT WRITTEN PERMISSION FROM THE PUBLISHER.