The impact of preclinical education on operative and restorative skills in dental students: a survey-based evaluation

TL;DR

This study evaluates how hybrid preclinical dental education during the pandemic affected students' confidence and skills in clinical practice.

Contribution

The study provides insights into the effectiveness of hybrid dental education and strategies to improve it.

Findings

Students with face-to-face preclinical education felt more confident in restorative procedures than those in hybrid formats.

Both groups showed high self-assurance, suggesting hybrid learning can still be effective with proper adjustments.

The study emphasizes the need for preparedness and flexibility in dental education curricula.

Abstract

In response to the nationwide measures due to the COVID-19 pandemic, face-to-face preclinical dental education transitioned to a hybrid format. This survey aimed to assess the impact of hybrid education on dental students’ transition to clinical practice and to evaluate the efficacy and sustainability of preclinical education delivered in a hybrid model.

The multi-centered questionnaire survey was e-mailed to students who received preclinical education in dentistry faculties from 2018 to 2020 and subsequently proceeded to clinical education. Students who received preclinical education in face-to-face and hybrid formats were included. The survey examined how preclinical education affects restorative clinical skills and students’ perceptions. It compared students with different levels of preclinical education using descriptive statistics and the Mann-Whitney U test for quantitative analysis (p < 0.05).

Analysis of responses from 341 participants revealed that students who received face-to-face preclinical education exhibited greater confidence in performing restorative procedures than students educated in a hybrid format. Nonetheless, both groups demonstrated a high level of self-assurance.

This study highlights the challenges faced by students in hybrid learning and provides strategies to overcome them. With proper adjustments, hybrid learning can become a reliable and flexible component of dental education, maintaining continuity and quality even in challenging circumstances. The study also informs future curriculum planning by emphasizing the importance of preparedness for distance-based learning, flexibility in clinical scheduling, and early identification of gaps in clinical skill development.

The online version contains supplementary material available at 10.1186/s12909-025-08252-x.

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