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Introduction <p>Training 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.</p> Methods <p>Thirty 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.</p> Results <p>FGDs 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.</p> Discussion <p>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.</p> Conclusion <p>This 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.</p>

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A peek under the mask: exploring dental students’ experiences through focus group discussions

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月6日

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  • Lily Azura Shoaib,
  • Maryani Mohamed Rohani,
  • Syarida Hasnur Safii,
  • Norisma Idris,
  • Ruhaya Hussin

摘要

Introduction

Training 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.

Methods

Thirty 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.

Results

FGDs 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.

Conclusion

This 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.