# Student Perceptions and Barriers Related to Developing Tactile Knowledge of Removable Prostheses: A Questionnaire-Based Study in Professional Institutes

## TL;DR

This study explores challenges dental students face in learning removable prosthodontics and suggests ways to improve their skills through more hands-on practice and mentorship.

## Contribution

The study identifies specific barriers to tactile knowledge development in dental students and proposes targeted strategies to enhance proficiency in removable prosthodontics.

## Key findings

- Female students outnumbered male students and produced more complete dentures.
- Clinical experience correlated with improved knowledge and readiness for tasks.
- Strategies like mentorship and hands-on practice are needed to overcome learning barriers.

## Abstract

Background and objective

Building proficiency in removable prosthodontics (RP) involves significant challenges for undergraduate dental students due to complexities associated with understanding threshold concepts and internalizing tactile knowledge. This study primarily aimed to systematically analyze the barriers that hinder undergraduate dental students’ understanding of threshold concepts and the development of tactile knowledge required to achieve proficiency in RP. Additionally, it sought to identify essential knowledge and skills necessary for competency in RP among third- to fifth-year dental students, to evaluate differences in students’ knowledge, skills, and clinical performance across different clinical years, and to propose strategies - including improved clinical exposure, hands-on practice, and mentorship - to help students overcome identified barriers and advance their proficiency in RP.

Methods

This study involved third-, fourth-, and fifth-year dental students (N = 105, 203, and 69, respectively). A self-administered questionnaire was distributed in both online and offline formats. The collected data were analyzed using descriptive statistics.

Results

Analysis of gender differences revealed that female participants significantly outnumbered male participants, and female students delivered more complete dentures (F = 256, M = 121). When comparing clinical years, significant differences were identified in the knowledge of procedural steps, anatomical structures, and readiness for clinical tasks (p<0.05). The number of complete dentures delivered varied significantly between third- and fifth-year students, as well as between fourth- and fifth-year students (p<0.05), highlighting a progressive improvement in skills with clinical experience.

Conclusions

Overcoming the barriers highlighted in this study requires a multifaceted approach involving enriched clinical exposure, extended hands-on practice, and enhanced mentorship to enable students to attain the necessary proficiency in RP.