Assessment of Language Barriers Between Dental Students and Patients in Riyadh, Saudi Arabia—A Mixed Methods Study

TL;DR

This study explores communication challenges between dental students and patients in Riyadh due to technical language, finding that even Arabic-speaking individuals struggle with dental terminology.

Contribution

The study introduces a mixed-methods approach to assess language barriers in dental communication in Saudi Arabia.

Findings

Dental students had significant difficulty explaining terms like 'crown lengthening' and 'periodontitis'.

Patients had limited understanding of terms such as 'interim removable dental prosthesis' and 'fixed dental prosthesis'.

Patients' educational level significantly affected their understanding of dental terminology.

Abstract

Background: Language serves as a significant barrier to accessing dental services. Dental treatment options are often complex and involve terminology that is unfamiliar to most patients. In some cases, dental students may use technical terms that patients do not understand, leading to confusion and misunderstandings. Therefore, this study aimed to assess the language barriers faced by dental students and patients in Riyadh, Saudi Arabia. Methods: A mixed-methods research design was employed to evaluate language barriers between dental students and patients, as it provides an in-depth understanding and generates information beyond mere numerical data. The study was conducted from 1 September 2024, to 30 August 2025, in Riyadh, Saudi Arabia. Data collection primarily involved conducting interviews with focus group members using a comprehensive topic guide consisting of predetermined questions. Results: Forty dental students and forty patients agreed to participate in this study. The students encountered significant difficulty explaining terms such as crown lengthening (72.5%) and periodontitis (67.5%), while patients reported limited understanding of interim removable dental prosthesis (65%) and fixed dental prosthesis (60%). Comparative analysis indicated that sixth-year students reported significantly more difficulty explaining “crown lengthening” and “prefabricated post and core” compared to fifth-year students. It was also observed that patients’ educational level had a significant impact on their understanding of terms such as “interim dental prosthesis” and “removable dental prosthesis.” Qualitative analysis revealed patients’ partial understanding or misinterpretation of dental terminologies. Conclusions: Our findings indicate that language discordance, even among speakers of the same native language, can hinder effective communication, particularly when technical vocabulary is involved. Students may struggle to explain procedures in a manner that patients can easily understand. This can lead to incomplete patient comprehension and potential non-compliance with treatment recommendations. Hence, we recommend incorporating Arabic dental terminologies alongside English into the curriculum, developing bilingual glossaries, and using visual aids when communicating with patients.

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