Introduction:

Comprehensive dental training underwent an important transformation process as a result of the COVID-19 contingency. The so-called virtual environments (EVA), distance modalities and emergency remote education (ERE) had a great impact and effectiveness in education.

Objective:

To determine the effectiveness of three virtual learning modalities (e-learning, b-learning and m-learning) in theoretical-practical knowledge and clinical practice in dentistry through a systematic review of the scientific literature using the PICO strategy in electronic databases.

Method:

The study selection process was carried out in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines. The search was carried out by two members of the team during December 2021 in the PubMed and Web of Science databases. Articles up to 10 years old are included, quantitative and qualitative, in English, with results of the evaluation of theoretical-practical knowledge and clinical practice and whose study population will result in dental students.

Results:

A total of 422 studies were obtained, 12 met the inclusion criteria and worked with the e-learning and b-learning modalities, of which five on e-learning and two on b-learning improved theoretical and practical knowledge, while that two on b-learning improved clinical practice. Articles that will evaluate the m-learning modality will not be added.

Conclusion:

The e-learning modality was effective for the improvement of theoretical-clinical knowledge, while b-learning was more effective for the development of clinical practice.