INTRODUCTION: Early detection of oral cancer significantly improves prognosis, but diagnostic delays persist due to professional and educational factors. This study aimed to evaluate the impact of an educational intervention on dental students' motivation toward oral cancer detection, using the Perceived Locus of Causality-University Version (PLOC-U) questionnaire based on Self-Determination Theory. MATERIALS AND METHODS: A pre-post cross-sectional study was conducted among 65 dentistry students at Rey Juan Carlos University (Madrid, Spain). The intervention combined a theoretical lecture, a testimonial from an oral cancer survivor, and a week of practical oral examinations at the university dental clinic. Motivation was assessed before and after the intervention using the PLOC-U practical subscale. Quantitative data were analysed using parametric and non-parametric tests (p < 0.05), and qualitative responses were examined using ATLAS.ti software. RESULTS: Post-intervention, intrinsic motivation increased significantly (Z = -2.211, p < 0.03). Students without a family history of oral cancer scored higher in intrinsic motivation and identified regulation (p < 0.01). No differences were observed by sex or academic year. Students' qualitative feedback highlighted increased clinical confidence, stronger theory-practice integration, and greater awareness of oral cancer prevention. DISCUSSION: The integration of emotional, theoretical, and practical components enhanced autonomous motivation, confirming that active and experiential learning fosters deeper engagement. Emotional background, such as family history of cancer, may modulate motivational outcomes. CONCLUSIONS: Educational interventions centered on oral cancer prevention effectively strengthen autonomous motivation among dental students, supporting their inclusion as a valuable pedagogical tool in dental curricula.
Delgado-Somolinos et al. (2026) studied this question.