Bridging the gap: student and staff views on teaching, learning, and assessment in dental education

Contemporary dental education increasingly emphasizes competency-based learning, student engagement, and alignment between teaching, learning, and assessment strategies. Understanding the perceptions of both students and academic staff may support curriculum development and improvement of educational quality. This study explored key components of the educational environment at the Faculty of Dental Medicine, Medical University – Sofia, Bulgaria. A cross-sectional questionnaire-based study was conducted during the 2024/2025 academic year among Bulgarian students, international students, and academic staff. Two tailored questionnaires assessed self-reported lecture attendance, motivation and engagement, individualized support, practical skills development, and perceptions regarding alignment between course objectives and assessment methods. Data were analyzed using descriptive statistics, Pearson’s chi-square test (χ²), Fisher’s Exact test where appropriate, and Cronbach’s alpha coefficient for internal consistency reliability. A total of 576 participants completed the survey, including 397 Bulgarian students, 122 international students, and 57 academic staff members. Approximately half of the students reported attending all lectures, while attendance related primarily to dental disciplines was more common among international students. Students most frequently reported attending lectures because they supported examination preparation and facilitated understanding of the material, whereas academic staff emphasized structured presentation and classroom discussions. More than half of the students reported not receiving an individualized educational approach, in contrast to academic staff perceptions. Bulgarian students more frequently preferred oral examinations, while international students demonstrated greater preference for practical and test-based assessments. Academic staff predominantly favored test-based examinations. Overall perceptions regarding alignment between examinations and course material were moderate to high across all respondent groups. Differences between student and academic staff perceptions highlight opportunities to improve communication, individualized support, and assessment strategies within multilingual dental education. The findings may support curriculum development and quality assurance processes in competency-based dental education. Further multi-institutional studies and additional validation of the survey instruments are recommended.