Enhancing Self‐Reflection and Assessment in Dental Education: A Comparative Study on e‐Portfolio Use in Preclinical and Clinical Training

Purpose E‐portfolios support reflective learning, competency development and personalised assessment. This study compared dental students' perceptions of e‐portfolio use between preclinical fourth‐year and clinical fifth‐year training, focusing on benefits, challenges and assessment preferences. Methods A cross‐sectional survey was conducted among students enrolled in Paediatric Dentistry and Paediatric Practicum over two academic years. A 25‐item questionnaire, developed from previous instruments and refined through expert review by four faculty members, covered six thematic areas. Sample size was estimated using Cochran's formula. Descriptive statistics, chi‐square tests with Cramér's V, Benjamini–Hochberg correction, and thematic analysis were used. Results Of 208 invited students, 176 completed the survey, and 165 valid responses were analysed (84 preclinical, 81 clinical). Both groups valued e‐portfolios for self‐reflection. After correction, technical difficulties were more frequent among preclinical students (pBH = 0.012, V = 0.25). Clinical students perceived e‐portfolios as fairer than traditional assessment (pBH = 0.039, V = 0.23), preferred written feedback (pBH = 0.012, V = 0.28), and revised portfolio content more frequently (pBH = 0.020, V = 0.25). Other small effects did not survive correction. Conclusions E‐portfolios were positively perceived at both stages, shifting from skill‐showcasing to competency documentation. These findings support scaffolded integration in competency‐based dental education.