Must Every Dental Student Become Digitally Competent? Lessons From Prosthodontic Education in Southeast Asia

Digital technologies, including intraoral scanners, computer-aided design/computer-aided manufacturing (CAD/CAM), cone-beam computed tomography, artificial intelligence and additive manufacturing, are reshaping contemporary dental practise. Dental schools must therefore determine how digital competence should be defined and integrated into undergraduate curricula while preserving core clinical competencies.

This perspective examines digital competence through the lens of prosthodontic education in Southeast Asia. It argues that digital competence extends beyond technical proficiency to encompass data literacy, critical appraisal, ethical decision-making and responsible use of digital technologies. Challenges to implementation include financial constraints, curriculum overload, faculty development, technical workforce readiness and unequal access to digital infrastructure. Drawing on reflections from curriculum implementation within a developing digital ecosystem, the article highlights that successful digital transformation depends more on institutional readiness than technology acquisition alone. A pragmatic three-phase framework is proposed to support the progressive integration of digital dentistry into undergraduate education while maintaining clinical reasoning, manual skills, professionalism and patient-centred care.

Digital competence should be regarded as a core professional competency rather than a collection of technical skills. The goal of undergraduate education is not to produce technology experts, but graduates who can critically evaluate and appropriately integrate digital technologies into patient care. Sustainable curriculum transformation requires investment in faculty capability, organisational readiness and educational leadership alongside technological advancement.