ABSTRACT Objective This study aimed to compare the effects of two different curriculum sequencing models—holistic and step‐by‐step—on the technical competency and self‐confidence of undergraduate dental students in preclinical endodontic education. Methods A total of 120 second‐year dental students in the 2023–2024 academic year were divided into two groups for the preclinical endodontic course. Group A followed a holistic curriculum, completing all stages of root canal treatment on each tooth group before moving to the next. Group B followed a step‐by‐step curriculum, performing each treatment stage sequentially across all tooth groups. At the end of the preclinical training, self‐confidence was assessed using a five‐point Likert scale questionnaire, and technical competency was evaluated through standardized rubrics applied to endodontic treatments on single‐ and multi‐rooted extracted teeth. Statistical analyses included the Pearson chi‐square, Fisher's exact, Mann–Whitney U , and Kendall's Tau correlation tests, with significance set at p < 0.05. Results The only significant difference in self‐confidence between groups was found in posterior rubber dam application, with Group B reporting higher confidence ( p < 0.05). Also, Group B achieved significantly higher scores in cavity preparation for multi‐rooted teeth and root canal obturation for both single‐ and multi‐rooted teeth ( p < 0.05). A low but significant positive correlation was found between self‐confidence and performance in multi‐rooted cavity preparation ( p = 0.049). Conclusion The step‐by‐step curriculum led to superior technical competency in complex procedures, while self‐confidence levels remained similar between the two groups. These findings suggest that the step‐by‐step curriculum may better support early skill acquisition in preclinical endodontics, while perceived confidence does not necessarily reflect actual competence.
Kamali et al. (Fri,) studied this question.