Perceptions and Feedback of Final-Year BDS Students on Prosthodontics Education and Teaching Approaches

Sheema Shakir; Ghazala Wisal

doi:10.65293/jbkcd.v1i01.7

Authors

Sheema Shakir Department of Prosthodontics, Khyber College of Dentistry (KCD), University Campus, Peshawar, Khyber Pakhtunkhwa, Pakistan.
Ghazala Wisal Demonstrator, Department of Prosthodontics, Khyber College of Dentistry (KCD), University Campus, Peshawar, Khyber Pakhtunkhwa, Pakistan.

DOI:

https://doi.org/10.65293/jbkcd.v1i01.7

Keywords:

Prosthodontics Education, BDS Students, Dental Curriculum, Teaching Methodologies, Clinical Training, Student Perception

Abstract

Objective: This study aims to evaluate final-year BDS students' impressions of the prosthodontics curriculum, teaching methods, confidence levels, and challenges faced during their training.

Study Design: Cross-sectional study.

Place and Duration of the Study: Department of Prosthodontics, Khyber College of Dentistry, Peshawar from September 2021 to March 2022.

Methodology: A total of 300 final-year Bachelor of Dental Surgery students from both public and private dental institutions. Data were collected using a standardized questionnaire that included demographic details, educational preferences, trust in prosthodontic procedures, and perceived challenges. Descriptive statistics were utilized for data analysis.

Results: Seventy percent of students expressed interest in prosthodontics, with fifty percent preferring clinical hands-on training as the favored educational method. Sixty-seven percent agreed that the curriculum included essential academics, while eighty-three percent indicated a preference for increased practical experience. Confidence ratings varied across different prosthodontic approaches, with impression-making methods (33%) showing the highest confidence, while RPD design (23%) revealed the lowest. The primary issues included insufficient clinical exposure (60%), limited patient availability (47%), and inadequate instructional resources (40%).

Conclusion: Although students recognize the importance of prosthodontics, improvements in clinical exposure, teaching methodologies, and resources are necessary to strengthen their confidence and practical skills. Incorporating augmented practical training, patient-focused learning, and problem-solving strategies could improve prosthodontic education.

Author Biography

Ghazala Wisal, Demonstrator, Department of Prosthodontics, Khyber College of Dentistry (KCD), University Campus, Peshawar, Khyber Pakhtunkhwa, Pakistan.

Corresponding Author: dr.ghazalwisal@yahoo.com

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