Self-Perceived Confidence and Clinical Preparedness in Restorative Dentistry Among Undergraduate Dental Students

Key goals of undergraduate dental education include developing clinical confidence and preparing students for practice. This is particularly important in restorative dentistry when students transition from preclinical simulation to real clinical procedures. Assessing students' perceptions of their own confidence offers important information about the efficacy of competency-based courses and clinical training.

A cross-sectional study was conducted among undergraduate dental students. A standardized, self-administered questionnaire was used to measure students' confidence. It assessed confidence in basic restorative skills, cavity preparation, and performing restorations on different tooth types. It also evaluated confidence in managing various restorative indications. A five-point Likert scale was used to gauge confidence. Descriptive statistics were computed, and Mann-Whitney U, Kruskal-Wallis, and chi-square tests were used to compare academic levels and gender, with significance set at p < 0.05.

Students reported high confidence in basic restorative procedures, particularly Class I cavity preparation (mean score >4.4/5). Female students showed greater confidence in controlling tooth coloration (p = 0.048), while no significant gender differences were observed in most procedures (p > 0.05). Confidence was generally higher for anterior than posterior restorations. Sixth-year students demonstrated the highest confidence in radiograph taking (p = 0.043) and local anaesthetic administration (p = 0.017), reflecting increased confidence with academic progression. Confidence in restoring different teeth improved significantly between the fourth and sixth years (p < 0.001). Significant improvements were also observed in complex (p = 0.006) and indirect restorations (p = 0.014). Most students (88.9%) reported that completing more restorative cases increased their confidence.

Self-perceived confidence in restorative dentistry increased with advancing academic level and clinical exposure. Lower confidence in posterior and complex restorations indicates the need for additional clinical experience. Enhanced simulation training and structured feedback may help ensure graduates develop competence, confidence, and readiness for independent practice.