The Impact of Teaching Methodologies on Dental Students’ Confidence and Perceived Preparedness for Clinical Practice

Abstract

Background: This study investigated the association between different teaching modalities and undergraduate dental students’ confidence during the transition from simulation-based training to clinical practice, as well as perceived preparedness for clinical practice. Objectives: The aims were two-fold: (1) To evaluate the impact of different teaching modalities on the students’ confidence during this transition, and (2) to explore differences in supervisor and peer assessments following the implementation of different teaching modalities. Methods: A quasi-experimental design was employed, involving 33 students allocated to three groups: Group A (flipped classroom (FC) and asynchronous learning (AL), n = 11), Group B (FC only, n = 12) and a Control group (access to online e-learning modules only, n = 10). Confidence levels were measured longitudinally at baseline, after their allocated interventions, and pre- and post-clinical stages, alongside supervisor and peer assessments. Data were analysed longitudinally within each group throughout the observation period and between groups at similar timepoints. These analyses were based on self-confidence survey measurements collected throughout the study. Results: A statistically significant overall increase in confidence was observed across all groups over the study period (p < 0.05), with the greatest improvement observed after the clinical session. Students in AL and FC groups demonstrated a general rise in confidence from baseline to post-FC. However, both groups exhibited a consistent, modest decline in confidence at the preclinical stage. This decline may be attributed to the prolonged interval between FC sessions and clinical exposure, and heightened anxiety in an unfamiliar clinical setting. No statistically significant differences in confidence were found between groups, likely due to the limited sample size. Conclusions: Within the limitations of this study, FC and AL methodologies demonstrate potential in enhancing self-directed learning and boosting confidence by supporting the progressive development of competence and safe, holistic patient-centered practice. These approaches may better prepare students for the challenges of clinical dental practice and the rapidly changing professional landscape.