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A Cross-sectional Study of Self-confidence Differences in Removable Prosthodontic Treatment among Undergraduate Students of a Saudi Dental School
Abstract
Background:
Removable denture treatments remain an option for the edentulous population in terms of oral rehabilitation. In dentistry schools, improving students' self-confidence in performing prosthodontic procedures should be paramount.
Objectives:
The aim of this study was to examine students' self-confidence perceptions in performing removable partial dentures (RPDs) and complete dentures (CDs) treatments and to draw attention to the steps in which they felt most and least prepared to do so without close supervision.
Methods:
This cross-sectional study was conducted at one dental school in Saudi Arabia at the end of the 2022-2023 academic year. A total of (n=96) undergraduate students in their clinical years, 5th and 6th cohorts, were included in this study. These students were requested to participate in a closed questionnaire consisting of 38 items that focused on self-reported confidence and the perceived quality of their education. A non-parametric test, the Mann-Whitney U-test, was used to compare between groups. The data were analyzed using IBM SPSS Statistics (V.28.0).
Results:
A response rate of 95.8% was achieved. Over the course of their studies, students' sense of confidence grew. Also, males were more confident than females in performing all clinical procedures. Overall, students were satisfied with their prosthodontic education, except for pre-clinical sessions and learning materials. Increasing their clinical experience would be most advantageous for boosting their confidence levels.
Conclusion:
The study revealed where students were most and least confident in carrying out removable prosthodontics. Students require supervision during their internship year because they reported average confidence in removable prosthodontic procedures. The results also point to the need for more research into the confidence gaps between males and females. The pre-clinical curriculum necessitates updating and more didactic teaching.
