Dental Education Research Articles

Chairside learning on undergraduate clinics: general dental and human disease themes

Introduction Chairside teaching is an important part of dental undergraduate clinical education. Bedside teaching is well-reported in relation to undergraduate medicine but few publications relate to undergraduate dentistry.Aims and objectives To investigate the experience and benefits from chairside teaching/learning in the clinical years of a five-year dental programme in a UK university. We asked about general dental topic learning as well as human disease (HD) learning.Materials and methods An online survey gathered dental students' opinions on their recognition, knowledge and experience of chairside teaching/learning. We asked about clinics and clinicians and where they gained most from chairside teaching/learning. We encouraged free-text responses.Results Altogether, 127 students took part (62% response). Response rates approximated 60% for all three years. In total, 93% felt that chairside teaching/learning helped to a moderate/great extent for general dental topics and 73% felt that chairside teaching/learning helped to a moderate/great extent for HD topics. Free-text comments revealed students valued chairside teaching/learning and from which grade/level of staff they learned most.Discussion and conclusion Chairside teaching/learning is largely unreported and unrecognised in undergraduate education. Although not formally timetabled, enthusiastic staff with enough time to engage in chairside teaching can have a positive impact on student learning.

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

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.

Self-assessment of professional competence and influential factors among dental students.

Competency-based education is recognized for evaluating dental students' knowledge and skills. However, practical management training, which is the hands-on education and experience in managing operations and patient interactions, does not align fully with this framework. This study aims to assess professional competence and related factors among dental students using self-assessment, contributing to dental education literature, and identifying areas for improvement. A cross-sectional study included 50 total senior dental students from a top-ranked dental school. With a response rate of 100%, data were collected using a structured questionnaire with three sections: personal information, self-assessment of professional competency, and factors influencing competency. Statistical analysis, including descriptive statistics and tests like Chi-square and ANOVA, analyzed the data. The average self-reported professional competence score was 71.15 with a standard deviation of 3.05. Associations between age, gender, grade point average (GPA), and self-reported professional competence were assessed, with no significant links found (p>0.05). Influential factors included interaction with clinical instructors (69.24%) and interest in dentistry (67.03%). No significant differences in self-reported professional competence were observed among students residing on-campus versus off-campus. Age, gender, and GPA do not significantly impact dental students' self-reported professional competence. Positive interaction with instructors and interest in dentistry contribute to skill development. Practical experience and effective educational relationships are crucial. Dental education institutions should improve clinical competence by fostering strong student-instructor relationships, increasing hands-on clinical training, and fostering student interest in dentistry.

The Knowledge and Attitude of Undergraduate Dental Students toward Dental Ergonomic Principles in Occupational Health.

Undergraduate dental curricula and courses containing ergonomic principles are introduced to students from the very beginning of dental education. Still, dentists present a high prevalence of musculoskeletal disorders, which are a direct burden on quality of life, leading to early retirement from the profession. This study aimed to assess the state of students' knowledge and awareness regarding the role of ergonomics in dentistry and its practical implementation. a cross-sectional study using a predesigned self-administered questionnaire was conducted among fourth- and fifth-year dental students of the Medical University of Silesia in Katowice, Poland (response rate of 69.2%). A total of 94.6% of students declared a good, fair, or moderate level of knowledge of the subject, with a significant difference in favor of the fifth-year students (p = 0.008). Moreover, 76.1% of respondents showed a good or very good attitude toward ergonomics as a university curriculum subject. A total of 72.3% of respondents declared that the practical application of ergonomic rules in clinical dentistry is very important (five in a five-point scale). Women found dental ergonomics more important than men (p < 0.001). However, 79.3% of participants admitted not following basic ergonomic principles during clinical procedures. The research revealed a discrepancy between theoretical knowledge and awareness and the practical application of ergonomics in a clinical environment. Only by inculcating correct occupational standards and abiding by them from the commencement of dental education can consistency between theory and practice be achieved. This will hopefully ensure the health and well-being of dental team members throughout their professional lives.

СТОМАТОЛОГИЧЕСКОЕ ОБРАЗОВАНИЕ В ПРИАРКТИЧЕСКИХ СТРАНАХ

The structures of dental education in near-Arctic countries and regions at all levels are considered and the place of the pedagogical component is increased in them. It was noted that the actively functioning structures of additional vocational education (DPO) in 8 countries of the Arctic Council (Denmark, Iceland, Canada, Norway, the Russian Federation, the USA, Finland, Sweden) determine the dynamics of the assimilation by practicing dentists and maxillofacial surgeons of the use of the latest high-tech technologies, and in recent decades also a complex of humanities, primarily psychology and sociology. This increases the role of the pedagogical component in the system of their professional training of dentists and maxillofacial surgeons; the experience of organizing training processes in this direction is also in demand by the structures of domestic dental education. Its parameters are characterized taking into account the specifics of the Arctic zone, including ensuring the health of teeth and oral cavity of representatives of small indigenous peoples; problems of staffing of dentists and maxillofacial surgeons and improvement of their qualification level are analyzed. Due to the coordination of educational and research activities, the postgraduate education system is characterized by the transfer of the latest skills and techniques in dental education.

Effectiveness of a message service on child oral health practice via a social media application: A randomized controlled trial.

Early establishment of healthy oral health behaviours is important to reduce early childhood caries risk. Two-way social media applications can economically assist caregivers. To evaluate the effectiveness of a LINE™ messaging service (MS) on promoting good oral health behaviors in Thai children. One hundred and ninety caregiver-child dyads (children aged 6-36 months) who attended a university dental hospital and two other hospitals were randomly assigned to receive age-appropriate dental health education via MS or through traditional on-site visits. Infographic posters, video clips, and supportive messages were delivered weekly to the MS group. Parental oral health knowledge and children's oral health status and practice were assessed at baseline and 6-month follow-up. The MS group showed significantly better scores in feeding habits (p = .034) and toothbrushing practice (p = .007). Parental knowledge increased in both groups; however, knowledge increased significantly in the control group (p = .001). Both groups exhibited improvements in the debris score but not in caries progression. The caregivers rated both methods as high to the highest satisfaction. The MS yielded comparable outcomes to traditional dental visits in promoting oral health behaviours.

Low-fidelity Medical Simulation: Relevance in the Learning of Dental Students in South Africa.

Healthcare embraces simulation's learning boost, from medicine to dentistry. But can it unlock the secrets of intricate fixed prosthodontics? This study takes a pioneering step to find out. To evaluate low-fidelity medical simulation (LFMSim) in fixed prosthodontics by assessing its effectiveness in training corono-radicular preparations and by exploring participants' perceptions of LFMSim as an innovative teaching tool for developing pre-practice skills. A prospective, descriptive study was executed to explore these facets among 6th-year students. The Debriefing Assessment for Simulation in Healthcare (DASH©) evaluation grid, student version, was employed for assessment. The study encompassed one week, from 03/03/2023 to 10/03/2023. The study involved 28 learners with an average age of 23 and a sex ratio of 0.33, half of whom had prior exposure to simulation sessions. Seventy-five percent of participants watched the instructional video a day before the simulation, with nine expressing presession stress. Overall, 19% of students found the session as expected, while 43% considered it better than anticipated. Satisfaction levels varied, with 50% indicating they were "rather satisfied," and 46.4% expressing absolute satisfaction. The Debriefing Assessment using DASH yielded an average score of 4.85. The study's findings shed light on the effectiveness of LFMSim in training corono-radicular preparations and post-space impressions for fixed prosthodontics among 6th-year students. The varied satisfaction levels and the emphasis on debriefing discussions suggest avenues for improving simulation sessions in the future. These insights are pertinent for educators and institutions aiming to enhance dental education through innovative teaching tools like simulation. By refining simulation sessions based on debriefing feedback, educators can better prepare students for real-world clinical scenarios, ultimately improving patient care outcomes. This highlights the practical importance of incorporating simulation-based learning into dental curricula. How to cite this article: Hadyaoui D, Boukhris H, Riahi Z, et al. Low-fidelity Medical Simulation: Relevance in the Learning of Dental Students in South Africa. J Contemp Dent Pract 2024;25(5):463-472.

A NOVEL TRAINING MODEL TO IMPROVE VASCULAR ANASTOMOSIS IN DEEP CAVITY WITH LIMITED ACCESS

Vascular surgery, particularly the anastomosis of blood vessels in deep cavities, poses significant challenges due to limited access and visibility. Traditional dental and surgical education often focuses on superficial techniques, leaving a gap in training for deep cavity procedures. This study introduces a new training model designed to address this gap and enhance skills in vascular surgery. Objective: To improve skills in performing vascular anastomosis in deep cavities, which presents greater difficulty compared to superficial areas, through the use of an improvised training model. Methods: This prospective observational study was conducted at the Combined Military Hospital, Rawalpindi, from 1st September 2023 to 29th February 2024. The improvised training model is box-shaped with a depth akin to the aorta, made of silicone rubber, and features a removable cap for easy cleaning and reuse. The model provides a realistic environment for practicing deep cavity vascular anastomosis. Participants, including experienced and novice surgeons, used the model to assess its effectiveness in enhancing surgical skills. Results: The model was highly effective in improving surgical techniques, with volunteer surgeons reporting an 82.9% enhancement in their skills and experiences. First-time users also noted significant improvements in their surgical competencies. Quantitative analysis showed that the model was perceived as cost-effective (71.4%) and reusable (74.3%). Participants commented on the realism of the model, particularly its depth and complexity, which facilitated repeated practice without the need for animals or cadavers. Conclusion: The study suggests that this improvised training model can significantly enhance skills in vascular anastomosis, particularly in deep cavity situations. The model is affordable, portable, durable, and provides a realistic simulation of aortic anastomosis in restricted spaces. Further studies are needed to validate its efficacy in broader contexts and its impact on patient outcomes.

The Association Between Emotional Intelligence and Academic Performance of Dental Students at King Saud University, Riyadh, Saudi Arabia.

Emotional intelligence (EI) is reported to be associated with better academic performance. However, few studies from the Middle East have assessed whether EI affects academic performance in dental students. The objective of this study was to evaluate the relationship between EI and academic performance in a sample of Saudi Arabian dental students. This cross-sectional, questionnaire-based study included first-year to fifth-year dental students and dental interns who were enrolled at King Saud University (KSU) in Riyadh, Saudi Arabia, for the 2023-2024 academic year. Eligible students were invited to complete the self-administered Schutte Self-Report Emotional Intelligence Test (SSEIT) and a demographic questionnaire between October 2023 and January 2024. Academic performance was assessed based on each student's self-reported overall current grade point average (GPA) and was dichotomized into high GPA (between 4.5 and 5) and low GPA (less than 4.5). Of the 437 eligible students, 330 (75.5%) completed the questionnaires. The logistic regression analysis, after sequentially adjusting for various risk factors, showed significantly better academic performance for those who had higher EI (OR=2.6, P-value=0.02). The findings of this study suggest a significant association between EI and academic success. EI is essential for improving academic performance in dental education.

Re-exploring Dental Education During the COVID-19 Era: A Look Through the Challenges Faced, Solutions, and Their Impact on Traditional Methods.

December 2019 brought to the world one of the worst pandemic diseases to exist - COVID-19. The pandemic led to worldwide lockdowns and quarantine, affecting the entire cycle of the world. The education system was one of the severely affected systems. Dental education, which is a practice-based learning system, faced complications due to the pandemic. E-learning methods were adapted in order to restrict the spread of the virus. E-learning has its own advantages and disadvantages. Althoughdental education is not possible by virtual means, there exist some methodologies that could be incorporated into routine teaching methods. The mixture of traditional learning methods along with newer methods adopted during COVID-19 can prove to improve the understanding procedure. The main aim of this article is to highlight these hybrid methods and encourage their incorporation to enhance the learning experience.

Achieving new excellence in an augmented reality dental education system

Background/purposeSimEx-Plus (EPED. Inc) was already a mature augmented reality (AR) dental training simulator that allowed students to have a high quality dental education practice. Now the EPCAD software has been further developed into a comprehensive computer-aided design software. It helps relevant professionals learn how to create digital fixed prosthesis in a virtual environment. This study used the newly developed EPCAD software that was integrated within the SimEx-Plus to design dental restorations then digital output milling restorations. We hope that the SimEx-Plus AR dental training simulator can achieve the multi-purpose function in one machine. Materials and methodsA right maxillary central incisor was prepared in the standard dental model. The restorations were designed by EPCAD software integrated with the SimEx-Plus and milled by a 4-axis dental milling machine (N4+, vhf camfacture AG). The internal gap of the restoration was evaluated. ResultsThe internal gaps of the crowns set on the right maxillary central incisor were among 68.27–89.80 μm. The different setting for digital output did not influence the internal gap (P 0.05, One-Way ANOVA). However, the internal gap on the palatal side was larger than that on the labial, mesial, distal, and incisal surfaces (P < 0.05, One-Way ANOVA). ConclusionThe new software EPCAD that was integrated within the SimEx-Plus AR dental training simulator could design restorations, and the designed restorations had good internal gap for clinical use. The professionals can learn tooth preparation and digital restoration fabrication by the SimEx-Plus AR dental training system.

Effectiveness of dental undergraduate education on eating disorders: the student perspective.

Effectiveness of dental undergraduate education on eating disorders: the student perspective.

Evaluation of Children's Drawings as a Measure of Dental Anxiety Before and After Oral Health Education.

Drawing is an effective tool for evaluating dental anxiety and communicating with children. The aim of this study was to evaluate children's drawings as a measure of dental anxiety with two different assessment methods and their possible relationship with age, gender, and previous dental visits before and after education. A total of 129 children aged 4-6 years old were requested to draw a picture of the dentist and dental office perception before and after a 20-minute dental education at selected Kindergartens. Drawings were evaluated according to Child Drawing: Hospital (CD: H) and Massoni methodologies. The difference in drawing groups between before and after oral health education was found to be statistically significant which meant children had less anxiety after education (P = 0.001). A statistical difference was observed in the scores before and after the education in the group of children who had previous dental visits and those who did not (P = 0.001). Statistically significant differences were observed in both groups of children who had previous dental visits and those who did not (P = 0.002). Oral health education at younger ages is effective in overcoming dental anxiety and improving the positivity of dental perception. Drawing is a suitable assessment tool for learning about the child's notions and feelings.

Exploring factors influencing students’ behavioral intention to accept Ubiquitous-Based Testing (UBT) in dental education

Exploring factors influencing students’ behavioral intention to accept Ubiquitous-Based Testing (UBT) in dental education

Improvement of students’ communication skills through targeted training and the use of simulated patients in dental education—a prospective cohort study

BackgroundGood communication between patients and practitioners is essential, especially during dental procedures, as these treatments are often associated with increased nervousness and anxiety. The aim of this study was to investigate, implement and evaluate a concept for communication skills training by using targeted training in combination with simulation patients in dental education.MethodsStudents (n = 34) were assigned to four small groups receiving targeted training consisting of two parts. A lecture about the theoretical basics of communication skills and two practical sessions with simulation patients. During this training, one of the students performed the conversation with the patient. Immediately after self-assessment was obtained, the simulation patient, the remaining students and the lecturer provided feedback. Additionally, anonymous surveys were administered to the students at the beginning of the semester, immediately after the training and at the end of the course.ResultsThe students rated the learning of communication skills as important for later professional life at all times. After targeted training followed by subsequent use in simulated patients, there was a significant improvement in communication skills (p < 0.001). The number of open-ended questions asked to patients after attending the course significantly increased (p = 0.0245). The communication training was considered useful, especially in small groups.ConclusionThe implementation of targeted training with subsequent use in simulated patients significantly contributed to the students’ improvement in communication skills. The concept offers a good opportunity to better prepare students for interaction with patients, both in their studies and in their upcoming professional lives.

Potential of active learning in dentistry: A comparative study of Jigsaw versus inquired-based learning.

To compare the efficacy of Jigsaw and Inquiry-Based Learning (IBL) methods in promoting effective learning outcomes within diverse dental educational settings. A total of 188 dental undergraduate students were recruited for the study and divided into Batch A (n=96) and Batch B (n=92). Each batch underwent two teaching sessions, one using the Jigsaw method and the other using IBL. A structured questionnaire using five-point Likert scales assessed students' preferences between the two methods. Pre- and post-intervention tests were conducted to measure knowledge acquisition. Statistical analysis was performed using Student's t-test with STATA version 17, with a p-value of<0.05 considered significant. Both Jigsaw and IBL methods significantly improved students' knowledge, with mean scores showing a significant difference before and after interventions (p<0.001). IBL was more effective in comprehensive topic coverage (99.46%) and enhancing subject understanding. Both methods yielded comparable outcomes in terms of improving communication skills. The Jigsaw method was simpler and more enjoyable, encouraging active participation and enhancing communication skills. IBL promoted critical thinking, research skills, and deeper comprehension of concepts. Jigsaw and IBL methods are both effective in enhancing dental education. The choice between these methods depends on the specific learning objectives, the complexity of the topic, and the preferences of the dental educator and students.

Comparison of factors associated with the evidence-practice gap as perceived by Japanese and Brazilian dentists

ObjectivesTo identify 1) factors of the evidence-practice gap (EPG) in Japan and Brazil as perceived by dentists and compare these factors between two countries, and 2) mechanisms to close this EPG. MethodsThe study employed a cross-sectional design by administering a web-based questionnaire to 136 Japanese and 110 Brazilian dentists. The survey queried dentists’ reports of which factors possibly cause an EPG, using a newly developed 20-item questionnaire. ResultsAn international comparison of 20 items related to factors of the EPG between Japan and Brazil revealed that "Dentists' own experiences are sometimes given priority over evidence" and "Dentists' own thoughts are sometimes given priority over evidence" were common factors to both countries, with over 80 % agreement. In logistic regression, "Insufficient opportunity to learn about evidence in dental education at universities", "Evidence-based treatments are sometimes not covered by the dental insurance system", and "Insufficient evidence which helps dentists choose an appropriate treatment for a patient after careful consideration of his/her own background" were significantly associated with the EPG in Japan (p < 0.05). In Brazil, "Insufficient case reports in which evidence-based dentistry (EBD) is applied to clinical practice" and "Image-based information and devices used for diagnosis vary depending on individual dentists" were significantly associated with the EPG (p < 0.05). ConclusionsThis study suggests that EPG could be improved in Japan: by promoting EBD education at universities, improving the dental insurance system, and accumulating evidence according to patient background; and in Brazil: by promoting EBD case reports and standardizing diagnostic information and devices. Clinical SignificanceTwo factors of EPG common to Japan and Brazil, namely the prioritization of dentists' own "experiences" and "thoughts" over evidence, are urgent issues for improving EPG. In addition, it will be necessary to address the country-specific factors of EPG that were identified in this study.

Dental students' perceptions of the use of two-dimensional and three-dimensional vision in dental education using a three-dimensional haptic simulator: A qualitative study.

To assess the perceptions of novice and experienced undergraduate dental students of virtual learning with two-dimensional (2D) and three-dimensional (3D) vision. This qualitative study involved 21 students from the second and fourth years of a 5-year BDS program. They first performed three operative tasks in virtual reality (VR) training sessions using both 2D and 3D vision. Subsequently, they participated in one of four online focus group discussions (FGDs). The FGDs were recorded and transcribed, and the data obtained from the transcriptions were coded and thematically analyzed. Three main themes emerged from the focus groups. With regard to their perceptions of 2D and 3D vision, most of the participants preferred 3D over 2D vision, mainly due to an improved ability to perceive depth. With regard to the theme of practicing 3D vision in the VR environment, some participants performed their tasks faster with 3D vision than with 2D vision, while others did not perceive any difference between them. Under the same main theme, some participants experienced headaches and eye fatigue with 3D vision. With regard to their perception of technical aspects, with 3D glasses, the participants experienced unpleasant sensations and saw darker images. All the participants placed greater value on practicing with 3D than with 2D vision in the VR environment. They believed that VR training should be used in the early years of dental education as an adjunct to the phantom head as it helps students acquire the skills needed by dental professionals.

Assessment of Knowledge and Utilization of Prefabricated Band and Loop Space Maintainers in Primary Dentition Among Dentists: A Cross-Sectional Questionnaire Study.

Preserving primary dentition is essential for maintaining optimal oral health and development in children. Premature loss of primary teeth due to caries, infection, crowding, or trauma can necessitate orthodontic intervention and lead to various complications. Space maintainers are critical for preserving arch space until the eruption of permanent teeth, thereby preventing issues such as ectopic eruption, crowding, and malocclusion. Despite their advantages, prefabricated space maintainers (PSMs) are underutilized. This study aims to evaluate the knowledge, attitudes, and practices of Indian dentists regarding PSMs in primary teeth. A cross-sectional questionnaire survey was conducted among 100 dental practitioners in Chennai. A 10-item self-administered questionnaire, developed based on a comprehensive literature review and expert consultations, assessed demographics, knowledge of PSM indications and techniques, current practices, perceived barriers, and preferences for continuing education. The questionnaire's reliability was confirmed with a Cronbach's alpha value of 0.85. Descriptive statistics, including frequencies andpercentages, were used to summarize the participants' demographic characteristics, knowledge levels, and current practices related to PSMs. Of the 100 respondents, 86 (86%) were males and 14 (14%) were females. Only 19 (19%) reported using PSMs, while 36 (36%) used conventional space maintainers. A significant proportion (42 (42%)) of the respondents held a master's degree in dental surgery, yet only 11 (11%) had participated in Continuing Dental Education (CDE) programs on space maintainers. The perceived benefit of PSMs being a single appointment procedure was acknowledged by 82 (82%) of the respondents, whereas 76 (76%) participants identified cost as a major drawback. Notably, 45 (45%) practitioners did not consider PSMs necessary. This survey highlights notable obstacles in the adoption of PSMs among Indian dentists, emphasizing the need for focused educational initiatives. Improving knowledge and practices related to PSMs can enhance pediatric dental care and oral health outcomes in India.

Competency assessment in pediatric dental practice: A study on recent dental graduates in integrated curriculum.

This study aimed to investigate the relationship between various independent variables, such as cumulative grade point average (CGPA), socio-economic backgrounds, anxiety levels, and the self-rated competency levels, across six domains outlined by the American Dental Education Association (ADEA) of recently graduating dental students during pediatric patient care. This cross-sectional study was conducted at the College of Dentistry, Jouf University, Saudi Arabia. It included 74 participants (37 final-year dental students and 37 dental interns). Multiple logistic regression was employed to analyze the association between various independent variables (including CGPA, grade point average [GPA] in didactic, practical, and clinical courses, socio-economic backgrounds, gender, and self-reported student anxiety) and self-rated ADEA competency in pediatric dental practice within general dentistry (p<0.05). Final-year dental students were 28.5 times more likely to be competent in professionalism (C2) than interns (adjusted odds ratio [AOR]=28.54, p=0.001). In professionalism (C2), males were 91% less likely to be competent than females (AOR=0.09, p=0.001). A high GPA in didactic courses increased the likelihood of competence in health promotion (C4) by 3.4 times compared with an average GPA (AOR=3.41, p=0.071). Regarding the establishment and maintenance of oral health (C6B), final-year dental students were 4.4 times more likely to be competent than interns (AOR=4.41, p=0.013). This study identified key factors affecting clinical competency during pediatric patient care among newly graduating dentists. It highlighted the influence of gender differences, academic performance (GPA), and anxiety levels among graduates as significant predictors.