In recent years, increasing aesthetic expectations have led to a growing demand for porcelain laminate veneer treatments. This study aims to address a gap in the literature by evaluating the knowledge, attitudes, and practices of undergraduate dental students regarding porcelain laminate veneers, within the context of updated dental curricula, thereby providing insight into their current level of theoretical understanding and clinical preparedness. This study employed a descriptive cross-sectional design. The sample consisted of final-year students from the Faculty of Dentistry at Atatürk University. A total of 150 students were invited to participate; those who agreed and completed the questionnaire in full were administered a KAP-based survey adapted for porcelain laminate veneer applications. A total of 134 dental interns participated in the study, of whom 61.9% were female and 38.1% were male. Based on objective assessments, the level of theoretical knowledge was found to be high, with correct response rates ranging between 85% and 94% for many items; however, lower success rates were observed in technically demanding aspects, such as cement thickness effects on shade selection (28.4%) and preparation classifications (45.5%). Subjective evaluations revealed limited clinical experience and self-confidence; notably, only 32.1% of participants had encountered a laminate veneer case in clinical practice. While no significant difference was found in theoretical knowledge levels by gender ( p = 0.083), male participants demonstrated significantly higher self-perceived clinical confidence scores compared to females ( p = 0.024). A weak negative correlation was observed between objective knowledge scores and self-perceived clinical confidence scores ( r = -0.201, p = 0.020). Despite a high level of theoretical knowledge among dental interns, this theoretical knowledge was not reflected in students’ self-perceived clinical preparedness and confidence. Furthermore, a weak negative correlation was identified between objective knowledge and self-perceived clinical confidence scores, suggesting these constructs are related but distinct. These findings highlight the need to strengthen simulation-based training, clinical case exposure, and complication management within undergraduate prosthodontic education.
Yazar et al. (Sat,) studied this question.