ABSTRACT Background Dental education in India faces significant challenges, including reported high vacancy rates and perceived curriculum inadequacies. This study aimed to assess graduating dental students' perspectives on their educational environment using curriculum‐based SWOT (C‐SWOT) analysis with Q‐sort methodology. Methods A descriptive cross‐sectional study was conducted among 76 graduating dental interns (response rate = 100%) from a private dental institution in South India. The Dundee Ready Education Environment Measure (DREEM), comprising 50 pre‐validated statements, was categorized into SWOT domains by a dual‐stage approach: strengths (29 items), weaknesses (5 items), opportunities (12 items), and threats (4 items). Q‐Sort methodology with forced distribution across a 9‐point scale (−4 to +4) was employed for data collection. Statistical analysis included descriptive statistics, a correlation matrix, and factor analysis using SPSS. Results Factor analysis identified five domains explaining 56% of total variance—teaching–learning (17.9%), readiness to react/self‐preparedness (12.3%), approach (10.6%), organization and focus (8.3%), and relationship (6.9%). Students placed “being well‐prepared for profession” and “opportunities for interpersonal skill development” in the strongly agree category (+4). They placed “disappointing experience” and “teachers ridicule students” in the strongly disagree category (−4). Twenty‐nine items were perceived as strengths, with students rating teacher preparation and professional readiness highest. Five weakness items were identified, primarily related to student participation encouragement and lecture atmosphere relaxation. Conclusion The C‐SWOT analysis identified strong professional preparation and high teacher quality as key strengths, while highlighting specific weaknesses in encouraging student classroom participation and in the overall lecture atmosphere.
Kumar et al. (Thu,) studied this question.