Evaluation of Clinical Training in Pediatric Dentistry: Tunisian Student Perspectives from the Faculty of Dental Medicine

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Published Apr 1, 2026
https://doi.org/10.62438/tunismed.v104i02.6429
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Vol. 104 No. 02 (2026): Tunis Med Fev 2026

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Selsebil Laajimi
Pediatric and Preventive Dentistry Department, Laboratory of Biological, Clinical and Dento-Facial Approach, Faculty of Dental Medicine of Monastir, University of Monastir, Monastir, Tunisia
Yamina Elelmi
Pediatric and Preventive Dentistry Department, Laboratory of Biological, Clinical and Dento-Facial Approach, Faculty of Dental Medicine of Monastir, University of Monastir, Monastir, Tunisia
Fatma Masmoudi
Pediatric and Preventive Dentistry Department, Laboratory of Biological, Clinical and Dento-Facial Approach, Faculty of Dental Medicine of Monastir, University of Monastir, Monastir, Tunisia
Ahlem Baaziz
Pediatric and Preventive Dentistry Department, Laboratory of Biological, Clinical and Dento-Facial Approach, Faculty of Dental Medicine of Monastir, University of Monastir, Monastir, Tunisia

Abstract

Aim: In pediatric dentistry, self-assessment plays a pivotal role in students’ professional development by enabling them to critically reflect on and evaluate their clinical competencies This study aimed to enhance clinical training in pediatric dentistry through structured student self-assessment, identification of educational gaps, and collaborative evaluation with educators to reinforce learning objectives and support continuous quality improvement.


Methods: A descriptive cross-sectional study was conducted over two weeks during the 2023/2024 academic year at Monastir Dental Clinic. A total of 180 fifth-year Tunisian dental students completed a self-assessment questionnaire covering diagnostic confidence, clinical autonomy (5-point Likert scale), and overall preparedness/satisfaction (rated 1–10). Gender data and open-ended feedback were also collected. Prior to deployment, the questionnaire was pretested for clarity and content validity.


 Results: Of the 163 respondents (90% response rate; 73% female), diagnostic confidence varied: 22.1% for early childhood caries, 52.1% for malocclusion, and 40–50% for other conditions. Autonomy in trauma management was reported by 67.5%, but only 4.9% felt fully autonomous in clinical protocols. Preparedness averaged 6.3/10, and satisfaction was high (82.7% rated 5–8/10). Data was analyzed using SPSS 22 and Excel 2020. Descriptive statistics were complemented by inferential analysis (Chi-square and Student’s t-tests), revealing significant associations between satisfaction and both clinical preparedness (p < 0.001) and theoretical teaching adequacy (p = 0.001). Female students reported significantly higher satisfaction (p < 0.001).


Conclusion: Students showed uneven diagnostic skills, especially with molar incisor hypomineralization (MIH) and early childhood caries (ECC.) Despite overall satisfaction, ...( abstract truncated at 250 words)

Keywords:

self-assessment, dental students, clinical education, pediatric dentistry, confidence

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