ArticleBMC medical education2025
A peek under the mask: exploring dental students' experiences through focus group discussions.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Using virtual reality to support the transition from preclinical to clinical training in paediatric dentistry.BMC medical education · 2026Article
- Gaining a comprehensive understanding of antimicrobial resistance in dental education: a mixed methods study protocol.Frontiers in public health · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
introductionTraining individuals to become dental professionals involves addressing multiple challenges related to a student's learning experience. This study aimed to identify the learning issues and stress factors affecting dental students at a premier dental school in Malaysia. Focus group discussions (FGDs) were used to gather qualitative insights into students' experiences, highlighting common struggles across clinical training years.
methodsThirty clinical-year dental students (Years 3-5) participated in online FGDs. A combination of theoretical and homogeneous purposive sampling techniques was employed to ensure diverse yet comparable perspectives across academic levels. The discussions were guided by a validated topic framework designed to explore students' learning needs, motivation, instructional strategies, curriculum content, learning environment, and academic performance. Thematic analysis informed by Braun and Clarke's framework was employed to extract key themes. Triangulation of FGD transcripts, field notes, and digital engagement patterns was conducted by cross-referencing verbal themes with non-verbal cues (e.g., facial expressions, camera use), enhancing the depth and credibility of insights into students' challenges and learning preferences.
resultsFGDs revealed shared challenges among all clinical-year students, including difficulties transitioning to clinical training, balancing academic and clinical responsibilities, and coping with performance-related stress. The triangulation analysis highlighted discrepancies between verbalized concerns and observed engagement patterns, revealing underlying anxiety, self-doubt, and cognitive fatigue. Students preferred structured guidance, interactive learning methods, and timely feedback. While confidence increased with clinical experience, assessment transparency and workload concerns remained prevalent. Preference for student-centred, experiential, and reflective learning strategies was common. DISCUSSION: FGDs provided distinct insights into the unique challenges faced by dental students, highlighting the need for a supportive and adaptive educational environment. They also emphasized the importance of student-centred learning (SCL), which incorporates experiential and reflective practices to enhance academic performance and well-being.
conclusionThis study highlights the challenges faced by dental students including clinical transition difficulties, inconsistent feedback, assessment anxiety, and heavy workload, emphasizing the importance of academic support and tailor-made SCL strategies. Triangulated data revealed that unclear expectations and passive teaching further compounded stress. Addressing these through structured mentorship, active learning strategies, transparent assessments, and constructive feedback can enhance academic performance and support student well-being.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.