Enhancing Perceived Relevance and Motivation in Microbiology: A Hands-On Workshop on Oral Nitrate-Reducing Bacteria

Basic science subjects such as microbiology are essential to dental education but are often perceived by students as abstract or disconnected from clinical practice, which may reduce motivation and engagement. Educational strategies based on Self-Determination Theory (SDT) and active learning can help bridge this gap by promoting autonomy, competence and relatedness.

We developed and implemented an experiential microbiology workshop focused on nitrate-reducing oral bacteria, selected for their direct relevance to oral and systemic health and their involvement in the well-characterised nitrate-nitrite-NO pathway. First-year dental students participated in a two-session intervention that included salivary nitrite measurements before and after beetroot juice intake, and culturing of oral bacteria using a colorimetric nitrate-reduction assay. A post-workshop survey assessed students' perceptions and motivation.

Survey results indicated a significant increase in the students' perceived relevance (mean score from 3.66 to 4.15; p < 0.0001). Most students rated the activity as highly useful (73.4%) and interesting (77.5%), and 55.1% reported increased motivation to study microbiology. Qualitative feedback emphasized the value of applying theoretical knowledge in a clinically meaningful and personally relevant context.

The hands-on workshop enhanced dental students' motivation and perception of microbiology's relevance by integrating active learning with clinically contextualized content. The direct connection between oral microbiota, biochemical processes and health outcomes supports the use of similar experiential strategies in early dental curricula to foster engagement and deepen conceptual understanding.