Practice with confidence: Analyzing confidence level of final year dental students from four Saudi dental colleges in Riyadh

Self-Perceived Confidence of Final-Year Dental Students in Oral Surgery for Adults and Children

INTRODUCTION

Undergraduate dental training should nurture students' self-confidence to perform basic oral surgical procedures. Inadequate confidence can lead to hesitance and anxiety, which may compromise patient safety and the quality of dental care.

AIMS

This study aimed to evaluate the confidence levels of final-year dental students in performing oral surgical procedures for adults and children and to explore the factors that influence their confidence.

METHODS

A structured questionnaire was distributed electronically to dental students at the end of their final year. Descriptive statistics and Spearman's correlation (p-value ≤ 0.05) were used to analyse the data.

RESULTS

N = 503 participated. Students were very confident in giving infiltration and Inferior Alveolar Nerve Block (IANB) (73.8% N = 371, 58.8% N = 296), performing simple permanent (anterior: 56.9% N = 286, posterior: 51.1% N = 257) and primary tooth extraction (anterior: 53.7% N = 270, posterior: 51.7% N = 260). However, they were 'somewhat confident' performing third molar extraction (upper: 37% N = 186, lower: 39.6% N = 199), writing drug prescriptions (42.7% N = 210), managing postoperative swelling (37.85 N = 190) and extracting for the medically compromised patients (37.2% N = 187). Students were not confident performing root separation (32.4% N = 163), bone removal (41.6% N = 209) or raising a flap (43.3% N = 218). Half of the students indicated, 'I did not encounter or have the chance to extract certain types of teeth', as a factor that lowers their confidence (50.1% N = 252).

CONCLUSION

Students were less confident performing third molar extraction, surgical extraction procedures, writing drug prescriptions and extraction for medically compromised patients. Further clinical exposure to such procedures is expected to raise students' confidence.

Self-assessed preparedness of final-year dental students and dental interns in Poland: a multi-institutional study

BACKGROUND

Dental education requires the mastery of theoretical knowledge, practical skills and social competence to provide patients with appropriate medical care. Our cross-sectional study aimed to assess the self-reported preparedness of final-year dental students and dental interns at all ten dental universities in Poland.

METHODS

We used the validated questionnaire "Dental Undergraduates Preparedness Assessment Scale" (DU-PAS), which consisted of 50 items divided into two sections: section A (24 items associated with clinical manual skills) and section B (26 items related to cognitive and behavioural features). The online survey was addressed to final-year dental students and dental interns (recent graduates) from all Polish universities. Depending on the academic centre, the Google link was disseminated via year groups in social media and/or emails.

RESULTS

In our survey, 1281 respondents participated, including 739 students and 542 interns. The overall response rate was 71.6%. Most participants were females (75.1%). For most evaluated aspects, the increase in their mastery was significant for interns compared to students. Most interviewees declared independence in collecting a complete medical history and conducting a dental examination, as well as effective removal of caries and conservative reconstruction of teeth with aesthetic materials. However, they also most often had no experience in undertaking bitewing radiographs and providing prosthetic crowns. Students and interns did not significantly differ in their confidence in the application of evidence-based dentistry and interpretation of research findings for clinical practice, as well as their approach to treating children and the inappropriate behaviour of their colleagues. On the other hand, both groups assessed their preparedness to refer patients with suspected oral cancers the worst. Moreover, significant differences were observed in DU-PAS scores regarding gender and education stage. Males and interns scored significantly higher self-esteem overall, as well as separately in manual skills and social competencies.

CONCLUSIONS

Our study provides the first detailed evaluation of final-year dental students and interns in Poland, highlighting areas for improvement and guiding educational reforms to enhance future dentists' independence. Despite some areas needing significant changes in the academic approach, a considerable proportion of assessed procedures demonstrated satisfactory outcomes.

Using Mixed-Reality Technology to Enhance Miniscrew Implant Insertion Training: A Feasibility Mixed-Methods Study

PURPOSE

Miniscrew implant insertion training conventionally involves hands-on practice using typodont models with relevant surgical armamentariums. However, without access to sophisticated dental models for teaching, visualization of surrounding anatomy is challenging. This mixed-methods study detailed the potential of using a mixed-reality (MR) technology-based educational tool named S.M.I.L.E. (Specialized Mixed-reality Innovative Learning Experience) as a novel approach for teaching the miniscrew implant insertion procedure and how the prototype was improved to address user feedback.

METHODS

A mixed-methods design was employed, and participants were divided into two groups: Group A (n = 13) subjects underwent training using conventional methods, while Group B (n = 14) subjects used S.M.I.L.E. Quantitative data were collected from pre-/post-intervention surveys, a post-intervention assessment, and a postworkshop survey. Qualitative data included free-text responses in the postworkshop survey and transcripts from focus group discussions.

RESULTS

Following the MR educational intervention, participants reported a significant improvement in self-perceived competency levels compared to baseline scores. However, no significant variance in self-reported competency levels or assessed competency levels was observed between the two groups. Positive feedback regarding the use of MR included interest incitement from novel technology, a better understanding of the treatment planning process, a realistic clinical setting, systematic guidance, enhanced visualization, and opportunities for repeated training. Negative feedback would be the lack of tactile feedback, steep learning curve, imprecision, and technological glitches experienced.

CONCLUSION

Feedback on the use of S.M.I.L.E yielded mixed results, with identified areas for development. This enabled improvement and enhancements to the prototype so that a more comprehensive training experience for miniscrew implant insertion can be possible in the future.

Evaluating the Impact of Preclinical and Clinical Exposure to the Pediatric Pulpotomy Procedure on Confidence Among Senior Dental Students: An Analytical Survey Study

Purpose

This study evaluated senior dental students' confidence in their knowledge and clinical skills in performing pulpotomy procedures on primary molars based on the number of procedures performed on pediatric patients and/or extracted primary teeth.

Methods

An electronic survey was validated and modified from the National League of Nursing (NLN) questionnaire and was used to assess the student's satisfaction with past learning and self-confidence in performing pulpotomy on pediatric patients and primary extracted teeth. The questionnaire comprised 29 questions across six sections outlining various clinical experience and knowledge acquisition aspects. The target sample was senior dental students enrolled at a governmental dental school during the 2023-2024 academic year, which were 369 students who were recruited for this study. The association between knowledge and clinical experience of performing pulpotomies and self-confidence was analyzed using a chi-square test. The association between knowledge and practical/clinical experience and the competency grade was performed using an independent sample t-test and ANOVA (α = 0.05).

Results

Of the targeted subjects, 215 responded to the questionnaire, yielding a response rate of 66.3%. A significant association was found between the number of procedures performed on pediatric patients and students' confidence levels (p<0.001), as well as between competency grades and confidence levels (p<0.001). In contrast, the number of times they practiced pulpotomy on extracted teeth did not significantly affect their confidence level (p=0.381). No significant association existed between knowledge scores and confidence levels (p=0.869). Those who reported better learning experiences were more likely to report higher confidence levels (p<0.001).

Conclusion

The number of pulpotomy procedures performed on pediatric patients significantly impacted students' confidence levels, while knowledge scores showed no correlation with confidence. A positive relationship between competency grades and confidence. These findings underscore the importance of practical training in enhancing both clinical skills and confidence in performing clinical procedures.

Self-perceived preparedness of new dental graduates from a Middle Eastern university

INTRODUCTION

Preparedness for independent clinical practice is a core goal of undergraduate dental education. The aim of this study was to evaluate the self-reported preparedness for the dental practice among new dental graduates from a University in the Middle East.

METHODS

Following ethics approval, a purposive sampling techniques were used to invite newly qualified dental graduates at a Middle Eastern University. A validated research instrument, namely the Dental Undergraduate Preparedness Assessment Scale (DU-PAS), was used to evaluate the self-perceived preparedness of the participants. Data collection was undertaken online using Google Forms and data were analysed to compute the descriptive statistics, reliability and demographic differences among the participants.

RESULTS

A total of 82 participants provided their response yielding a response rate of 68%. The participants included 49 males and 33 females. The overall reliability of DU-PAS was excellent. (α = 0.93). The participants included less than 40% of participants were able independently to prescribe medications, assess orthodontics needs and perform endodontic treatment on multirooted teeth. In addition, more than 65% indicated low confidence in evaluating new dental materials and products, interpreting new research findings and behavioural management of children.

CONCLUSION

The present findings identified strengths and weaknesses of new dental graduates from a Middle Eastern university. The participants were confident in basic clinical skills but lower confidence was reported for complex dental procedures. The findings highlight the learning needs of new dental graduates and can serve to inform the undergraduate curriculum to enhance the preparedness of future cohorts of dental graduates.

Endodontic access cavities: Fears and difficulties of Moroccan dental students related to teachers, self-confidence and technical protocol

Fears and difficulties of Moroccan dental students regarding endodontic access cavity were evaluated among 3 items: (i) teachers, (ii) student confidence and (iii) access cavity protocol. A three Likert scale was used to rate 24 statements. Specific scores between 1 and 3 and mean scores between 0 and 1 were used to assess statements and items, respectively. Among 116 students, the mean score of difficulty related to teachers (0.48 ± 0.14) was significantly low (p < 0.001) compared to student confidence (0.69 ± 0.12) and cavity protocol (0.68 ± 0.08). The number of teachers was esteemed insufficient, additional training sessions were requested and maxillary teeth and molars were rated the most difficult with specific scores of 1.91 ± 0.80, 2.72 ± 0.61, 2.22 ± 0.67 and 2.47 ± 0.74, respectively. The highest specific score referred to the risk of making ledges (2.8 ± 0.56) or perforations (2.76 ± 0.59). Students expressed a lack of confidence, difficulty with upper molars and fears of making procedural errors.

Knowledge, Practice and Self-Reported Confidence Level of Croatian Dentists in the Use of Local Anesthesia: A Cross-Sectional Study

Objectives: To provide safe and effective local anesthesia, dentists must have knowledge of neuroanatomy, anesthesia agents, techniques, equipment, and proper use of local anesthetics. This study aims to explore the knowledge, practices, and confidence regarding local anesthetics and anesthetic techniques in dentistry. Material and Methods: The online cross-sectional questionnaire was conducted via social media, and yielded 441 responses from across the country (69.8% women and 30.2% men; 70.7% general dentists; and 29.3 specialists). The data collected included sociodemographic characteristics, knowledge, and practices pertaining to the usage of local anesthesia. The questionnaire also documents their self-assessed confidence level in applying different local anesthetic techniques and experiences with adverse reactions. The obtained data were processed by description and using a generalized linear model for regression. Results: The respondents had a median knowledge score of 6 out of a possible 14 points regarding local anesthetics in dental medicine, and their median self-confidence level in the successful application of various techniques of local anesthesia was 54 out of a maximum of 85 points. The results showed that a higher knowledge level was associated with the female gender (OR 1.83, CI 1.13-2.98, p = 0.014) and specialization in oral surgery (OR 7.04, CI 1.71-29.07, p = 0.007). In contrast, a lack of confidence in using various local anesthetic techniques was also associated with the female gender (OR 0.63, CI 0.41-0.99, p = 0.047) and specialization in orthodontics (OR 0.16, CI 0.03-0.88, p = 0.035). Of the respondents, 81.4% (n = 371) experienced a local complication, and 42.2% (n = 186) experienced a systemic complication during local anesthesia. The complications experienced cannot be associated with a lack of knowledge or self-confidence (p > 0.05). The majority of respondents (364 of the 441 total-82.5%) expressed interest in receiving further education on the topic of local anesthesia. Conclusions: The research results show that the dentists involved in the study have poor knowledge of local anesthetics and moderate self-reported confidence levels in using various local anesthetic techniques. Moreover, dentists' self-confidence in applying different techniques of local anesthesia is not related to their knowledge. Therefore, it would be necessary for dentists to undergo a continuing dental education program that enables them to enhance their skills and knowledge in local anesthesia.

Self-Perceived Preparedness of KFU Dental Graduates to Practice Dentistry: A Cross-Sectional Study

Introduction

Assessing graduates' performance is essential to identify the strengths and weaknesses in dental education. This study examined the self-perceived preparedness of dental graduates at King Faisal University (KFU), Saudi Arabia, using the Dental Undergraduates Preparedness Assessment Scale (DU-PAS).

Materials and Methods

Using a cross-sectional design, this study assesses dental graduates' preparedness. This assessment measures various skills and attributes expected of dental graduates based on the DU-PAS. From January to April 2021, an electronic form was distributed to 102 eligible dental graduates of KFU. The response rate was 92.15%. The total preparedness score ranged from 0 to 100. The questionnaire consisted of two parts, the first investigating preparedness in clinical procedures (24 items) and the second investigating preparedness regarding cognition, communication, and professionalism skills (26 items). Data are analyzed using SPSS Descriptive analysis using frequencies and percentages.

Results

The study included 94 participants, all of them male, with a response rate of 92.4%, who graduated from the College of Dentistry KFU in Saudi Arabia. The participants' median age was 25. The mean DU-PAS score for the participants was 79.08 (SD ±12.15; range, 47.84-100). The mean score for Part A of the scale, which comprises the clinical skills, was 84.55 (SD ±13.56; range, 43.75-100). It revealed that participants felt they had no experience with the four procedures. The mean score for Part B of the scale comprising cognitive and behavioural attributes was 73.60 (SD ±16.29; range, 36.54-100). More than one-third of the participants reported limited experience in attributes related to items B30 (suspected oral cancer, 36.2%), and B33 (evaluating new dental materials, 22.3%).

Conclusion

In this study, dental graduates of KFU reported a high level of self-perceived confidence in their skills. Consequently, they will be able to integrate seamlessly into general dental practice. However, the participants' feedback reflects certain deficiencies in practising specific clinical procedures.

Use of situational judgment tests for assessing non-cognitive attributes of final year dental students

OBJECTIVE

Situational judgment tests (SJT) have been previously used in the admission process of medical and dental undergraduate programs, but their utilization as an assessment tool is fairly new. The objective of this study was to explore essential non-cognitive attributes of dental graduates. We also aimed to assess the attributes of final year dental students utilizing SJT and later collected participants' reactions on the test.

METHODS

A mixed-method exploratory sequential study was conducted. One-on-one and group discussions were done with subject matter experts (SMEs) to explore the essential attributes of fresh dental graduates. Based on the thematic analysis, 10 SJT items per domain were constructed by one group of SMEs and expert validated by a different group of SMEs and vice versa. The final dental-SJT was piloted online on final year dental students and their perceptions were collected using a five-point Likert scale questionnaire. Descriptive statistics and Cronbach's alpha were calculated for the test.

RESULTS

The consultation with SMEs generated three main themes, namely, Conventional skills, Tribal skills, and Occupational skills. The 70-item dental-SJT piloted on 150 final year dental students revealed data were normally distributed. The internal reliability of test was good (0.738). Students scored highest in "management skills" (>70%) and lowest in "professional ethics" (56%) and "diverse experiences" (58%). The overall student perception about the test was good.

CONCLUSION

SJT is an effective tool to assess non-cognitive attributes of dental students. It has an overall positive perception about perceived predictive validity, perceived fairness, face and content validity.