Attitudes, Experiences and Educational Gaps in Dental Care for Patients With Intellectual and Learning Disabilities: A Cross‐Sectional Study Among Postgraduate Dentists in Thailand

Objectives This study aimed to assess postgraduate dental students' attitudes, experiences, and educational preparedness in providing care to individuals with intellectual and learning disabilities (ILD), while identifying institutional and systemic barriers. Materials and Methods A cross‐sectional survey was conducted among 195 postgraduate dental students at a dental school between April and October 2024. A validated self‐administered questionnaire evaluated demographics, clinical experience, training background, and perceived confidence. Descriptive statistics were used for analysis. Results and Discussion Among 102 respondents, 76.5% reported experience treating patients with ILD, although 63.7% had treated fewer than ten per year. The most cited challenges were behavioural and communication difficulties (90.2%). Only 7.8% received both theoretical and clinical training at the undergraduate level, and 82.4% viewed postgraduate training as insufficient. Despite these gaps, 66.7% were willing to provide care if referral systems and infrastructure improved. Additionally, 63.7% expressed interest in short, non‐degree training, and 78.4% believed improved physical environments would increase their confidence. These findings reflect widespread educational and systemic limitations that undermine preparedness and contribute to treatment hesitancy. Conclusions Postgraduate dental students in Thailand report limited preparedness and confidence in treating patients with ILD due to educational and institutional deficits. Targeted improvements in curriculum, infrastructure and referral systems are essential to enable equitable access to dental care for this underserved population.