Introduction.

The development of the dental germ and its evolution both morphogenetically and histogenetically should be known in detail by the first-year student since it will form an essential part of his or her training as a professional. The teaching-learning model was profoundly altered during the period of isolation caused by the COVID-19 pandemic. The aim of this work was to study the extent to which exclusive virtual learning conditioned the appropriation of knowledge in first-year dental students on such a crucial subject.

Materials and methods.

Theoretical learning about the development of the dental germ and the ability to schematize its morphogenic and histogenetic evolution were analyzed in 120 exams taken during the pandemic period by first year dental students.

Results.

The results showed a significant decrease in learning levels during exclusive virtual teaching, especially in the ability to demonstrate by means of a scheme or drawing, the learned topic.

Conclusions.

The importance of the real presence of the teacher in front of the student, the educational and social environment in addition to the use of virtual tools is highlighted, which achieved significant progress during the pandemic.

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