Qualitative analysis reveals challenges in the recognition process for foreign-trained dentists, indicating a need for a more representative assessment.
Participants confirmed known challenges in the recognition process while also highlighting a novel concern: they described the theoretical and clinical examinations, modelled on undergraduate assessments, as designed for students and as non-representative of real clinical situations, which they described as hindering their ability to demonstrate competence in professional practice.
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Dalum et al. (2026) studied this question.
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