What does this research mean for the field?

Structured clinical photography education enhances self-perceived competency among postgraduate dental students and alumni. Novelty: ClaimNovelty.CONFIRMATORY. Consensus alignment: ConsensusAlignment.SUPPORTS_CONSENSUS.

What question did this study set out to answer?

This study aims to evaluate the self-perceived competency of dental students following clinical photography training and its relevance in practice.

February 21, 2026

Assessing the Role of Clinical Photography Education in Dentistry: A Study on Self‐Perceived Competency and Practice Relevance

Key Points

This study aims to evaluate the self-perceived competency of dental students following clinical photography training and its relevance in practice.
Conducted a cross-sectional study at Universiti Kebangsaan Malaysia involving dental postgraduate students and alumni.
Utilized a 25-question survey covering five competency domains regarding clinical photography skills.
Included open-ended questions about course strengths, barriers, and areas for improvement.
Participants reported high proficiency in theoretical knowledge (88.2%–92.1%) and chairside photography skills (73.7%–89.5%).
Practical application scores ranged from 82.9% to 94.7%, with overall satisfaction at 77.6% to 96.1%.
Significant associations were found between practice location and camera handling (p=0.050) and the importance of practical sessions (p=0.048).

Abstract

ABSTRACT Introduction Dental photography serves as a valuable adjunct in dental examination and diagnosis, patient communication and dentolegal documentation. Despite its growing importance, the effectiveness of educational approaches and challenges in achieving competency in clinical photography remain underexplored. This study aims to evaluate the self‐perceived competency of postgraduate dental students and alumni following structured clinical photography training and to assess its relevance in clinical practice. Materials and Methods A cross‐sectional study was conducted at the Faculty of Dentistry, Universiti Kebangsaan Malaysia (UKM), involving postgraduate students and alumni who had completed a faculty‐developed clinical photography course within the past 5 years. A questionnaire consisting of 25 skills across five competency domains was distributed to current students and alumni from the 2019 to 2024 cohorts. Additionally, three open‐ended questions explored participants' perceptions regarding course strengths, barriers to learning and areas for improvement. Results The course contributed to self‐perceived competency across multiple domains. A majority of respondents reported high proficiency in theoretical knowledge (88.2%–92.1%), chairside photography skills (73.7%–89.5%), practical application (82.9%–94.7%) and overall satisfaction with the curriculum design (77.6%–96.1%). Significant associations were observed between the place of practice and digital single‐lens reflex camera handling ( p = 0.050), as well as the role of practical sessions in developing competency ( p = 0.048). Hands‐on training and expert supervision were frequently cited as key strengths. Conclusion The study highlights the value of structured clinical photography education in enhancing self‐perceived competency. Tailored workshops, practical sessions, and mentorship can improve technical skills, confidence, and ethical application across specialities.

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