ArticleJournal of medical education and curricular development
Academic Experiences, Curriculum Perceptions, and Professional Readiness Among Dental Students in Saudi Arabia: A Cross-Sectional Study.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
6 authors.
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Abstract
Background: Dental education is undergoing continuous development to align with evolving healthcare demands. Understanding students' academic experiences, curriculum perceptions, research involvement, and career expectations is essential for improving training quality. This study aimed to assess these factors among dental students. Methods: This cross-sectional descriptive study included 194 dental students from the second year to the internship level. Participants were recruited using convenience sampling. Data were collected through a structured, self-administered questionnaire assessing academic experiences, curriculum perceptions, research involvement, community engagement, and career expectations. Descriptive statistics and chi-square tests were performed, with significance set at p < .05. Results: Of the participants, 56.7% were female, and 43.3% reported having considered leaving dental school. Research involvement was reported by 40.7% of students, with lack of knowledge and time constraints identified as key barriers. Time-management difficulties were the most commonly reported academic challenge (33.0%). Perceptions of the curriculum were divided, with significant differences observed across academic levels (p = .020). Differences between preclinical and clinical training were reported by 48.5% of students (p < .001). Career expectations were generally high (65.5%), although they varied significantly across academic levels (p = .001). Conclusion: Dental students reported varied academic experiences, with challenges in time management, research engagement, and clinical transition. These exploratory findings highlight the need for targeted educational support and further validation.
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