# Improving diagnostic and management competencies for common orofacial conditions among new dental graduates: the effect of an educational intervention

## TL;DR

A one-hour educational lecture significantly improved new dental graduates' ability to diagnose and manage common mouth conditions, with effects lasting for at least two months.

## Contribution

The study demonstrates that a brief, targeted educational intervention can effectively enhance diagnostic and management skills in new dentists.

## Key findings

- Overall competency scores increased from 78% to 91% immediately after the lecture and remained 8.5% higher than baseline after two months.
- Diagnostic accuracy improved by 12.5%, with the largest gains in herpes labialis, irritational fibroma, and leukoedema/morsicatio buccarum.
- Management competency improved by 13.5% immediately after the lecture but decreased slightly by 6% after two months.

## Abstract

The early and accurate diagnosis and management of common orofacial conditions is essential for effective dental care. However, junior dentists often lack confidence and practical skills in this area. This study aimed to assess the impact of an educational lecture on dental interns’ competency in diagnosing and managing prevalent orofacial diseases.

This study was conducted among dental interns at King Abdulaziz University, Saudi Arabia. A total of 161 newly graduated interns were invited to participate. An evidence-based, one-hour interactive online lecture involving common orofacial conditions was delivered by a certified oral medicine consultant. Participants completed a validated 40-item questionnaire at three time points: before the lecture, immediately after the lecture, and two months after the lecture. The questionnaire was designed to assess diagnostic and management skills using 20 clinical scenarios. Diagnostic competency score was based on the percentage of correct responses to 20 diagnostic multiple-choice questions (MCQs), and a management competency score was based on the percentage of correct responses to 20 management MCQs. Descriptive statistics and weighted kappa analyses were conducted by employing SPSS®, with significance set at p < 0.05.

Among the 161 participants, 91 interns (56.5%) completed all the stages. Following the intervention, overall competency scores significantly increased (from 78% at baseline to 91% immediately after the lecture), with a relative improvement of approximately 13% being observed (p < 0.001); moreover, the scores remained 8.5% higher than those at baseline at the two-month evaluation. Diagnostic accuracy demonstrated a notable improvement of 12.5% (p < 0.001) following the intervention and remained higher than baseline at follow-up. The greatest improvement in the diagnosis was observed for herpes labialis (+ 53.1%), irritational fibroma (+ 32.1%), and leukoedema/morsicatio buccarum (+ 20%). Management competency improved by 13.5% (p < 0.001) immediately after the lecture, followed by a decrease of 6% at the two-month follow-up. The greatest improvement was observed in the management of recurrent aphthous stomatitis (+ 36.6%). No significant differences were observed in terms of sex or grade point average (GPA).

The educational lecture significantly enhanced the ability of dental interns to diagnose and manage common orofacial conditions. Given the importance of timely diagnosis and appropriate management in reducing the severity of common oral lesions, the findings of this study provide valuable insights. The results suggest that such targeted educational interventions should be integrated into continuing dental education programs to enhance clinical competence among practitioners.

The online version contains supplementary material available at 10.1186/s12903-026-07662-7.