# Qualitative Analysis of Student Reflections on Preclinical Dental Implant Education

## TL;DR

This study explores dental students' reflections on a preclinical dental implant course, highlighting their positive learning experiences and skill development.

## Contribution

The study provides new insights into student perceptions of dental implant education through qualitative analysis of reflective logs.

## Key findings

- Students reported improved understanding of dental implants through hands-on experience.
- Four key themes emerged, including practical skill development and evidence-based planning.
- Students viewed challenges in the course as valuable learning opportunities.

## Abstract

Dental implant education is required to prepare students for independent general practice. This investigation aimed to assess students’ perceptions of their educational experience and training in a preclinical dental implant introduction course, using reflective logs anonymously extracted from course portfolios. Methods: This study employed qualitative research methodology to analyze second-year dental students’ reflections on their educational and development of psychomotor skills in a preclinical course focusing on dental implants at the University of Nevada, Las Vegas. These reflections served as the primary data source for qualitative analysis. The analysis was facilitated using NVivo software version 12 plus, which assisted in data coding and the organization of these codes into meaningful units, patterns, and themes. Results: Four themes emerged, which interrelated to each other and to the research question. Students reported positive course outcomes in dental implant learning, improvements in applying theoretical implant knowledge while developing practical skills, digitally scanning implant cases for the final restoration, and enhancement of their insight in evidence-based restoratively driven implant planning. They generally found the hands-on experience to have improved their understanding of the dental implant as an option for restoration. Although there were challenges, students viewed these as learning opportunities. For us, as educators, it provided invaluable feedback to understand students’ perceptions of difficulties in knowledge acquisition and psychomotor skill development in placing and restoring dental implants. Conclusions: Within the limitation of this study, students expressed a positive perception of their learning experience in the introductory course on dental implants.