Abstract
Abstract
Background
This study aimed to evaluate the relationship between preclinical and clinical prosthodontic training and self-perceived clinical competence among 4th- and 5th-year dental students at Lokman Hekim University Faculty of Dentistry.
Methods
Ethical approval was obtained prior to the study (Decision No: 2025/5; Protocol No: 2025127). A 24-item questionnaire using five-point Likert-scale responses was administered to 131 4th- and 5th-year dental students during the 2024–2025 academic year. The questionnaire included three domains: preclinical-clinical practice similarity and self-perceived clinical competence, curriculum and educational content, and clinical confidence and learning needs. The instrument was developed based on relevant literature, reviewed by prosthodontic experts, and pilot tested before administration. Internal consistency was assessed using Cronbach’s alpha. Data were analyzed using SPSS 27 software; Chi-square, Fisher’s exact, and Mann–Whitney U tests were used, with Bonferroni correction applied for multiple comparisons.
Results
Significant differences were observed according to academic year and gender. 5th-year students reported lower perceived sufficiency of preclinical training on impression procedures for fixed prostheses
(p
= 0.017), more frequent experience with virtual reality applications (
p
p
= 0.015), and a higher perceived need for increased preclinical training (
p
= 0.028). Male students reported higher self-confidence during clinical practice than female students (
p
= 0.008). Significant associations were also found between perceived alignment of preclinical-clinical practices with current treatment protocols, perceived need for curriculum revision, and self-perceived clinical competence (
p
r
= 0.584).
Conclusion
The findings suggest that students’ perceptions of prosthodontic education vary according to academic year and gender. Since the study was based on self-reported questionnaire data, the findings reflect self-perceived clinical competence rather than objectively measured clinical competence. Closer alignment between preclinical and clinical instruction, integration of updated clinical procedures, and expanded early clinical exposure may support students’ perceived preparedness and clinical confidence.