Comparative Analysis of Networking and Mentorship in Enhancing Soft Skills AmongDental Undergraduates, A Quantitative Study in a private dental college.

Abstract

Introduction: The acquisition of soft skills is essential for undergraduate Bachelor of Dental Surgery (BDS) students, enhancing their ability to communicate, collaborate, and adapt in the dynamic field of dental practice. While networking and mentorship are both recognized as valuable methods for developing these skills, their comparative effectiveness remains unclear. This study aims to evaluate the impact of networking and mentorship on the development of soft skills among BDS students in a private dental college. Methodology: A cross-sectional quantitative approach was used, involving a survey administered via Google Forms. The study population comprised 250 participants, including current BDS students, alumni, and faculty members from Liaquat College of Medicine and Dentistry. Data were collected over six weeks, focusing on participation in networking and mentorship activities, and self-assessment of soft skills development. Statistical analysis was conducted using SPSS 25 to compare the effectiveness of these two approaches. Results: Of the 250 respondents, 64% participated in networking activities, while 48% engaged in mentorship programs. Networking activities primarily included student organization gatherings and professional conferences, whereas mentorship was mostly one-on-one. Participants rated their competencies in various soft skills on a scale of 1 to 5. Networking was found to be more effective in enhancing communication, teamwork, problem-solving, and adaptability, with 48% of participants favoring it over mentorship. Mentorship, although less impactful in certain domains, provided significant individual guidance and career support. Conclusion: The study highlights the complementary roles of networking and mentorship in developing soft skills among BDS students. Networking was particularly effective in enhancing communication and teamwork, while mentorship offered personalized support. Integrating both approaches into dental curricula can provider a supportive learning environment, promoting comprehensive professional growth. Future research should consider diverse sampling and objective measures to validate these findings. This study highlights the importance of structured networking and mentorship programs in dental education, benefiting students, practitioners, and faculty alike.