ABSTRACT Objective To evaluate the association between dental students’ perceptions of undergraduate training in oral health care for people with disabilities and their self‐perceived professional preparedness. Method This cross‐sectional study included 385 final‐year undergraduate dental students who completed a structured questionnaire assessing technical and organizational dimensions, work environment management, and ethical and social dimensions. Bivariate Chi‐square and Fisher's exact tests ( p < 0.20) identified variables for multiple logistic regression modelling ( p < 0.05). Results Students with formal undergraduate training differed significantly from those without formal training regarding perception of sufficient pedagogical training adjusted odds ratio (aOR) = 4.210; 95% confidence interval (CI) = 1.312–13.510; p = 0.016, insecurity (aOR = 0.069; 95% CI = 0.026–0.179; p < 0.001), and self‐efficacy in technical competence to provide low‐ (reasonable: aOR = 4.130; 95% CI = 1.571–10.860; p = 0.004; adequate: aOR = 8.415; 95% CI = 2.188–32.369; p = 0.002), medium‐, and high‐complexity care (reasonable: aOR = 5.530; 95% CI = 1.815–16.844; p = 0.003; adequate: aOR = 28.562; 95% CI = 2.827–288.532; p = 0.005). Insecurity was significantly associated with lack of formal training (aOR = 0.182; 95% CI = 0.072–0.456; p < 0.001). Conclusion Formal education may be associated with increased self‐perceived readiness to deliver care.
Silva et al. (Fri,) studied this question.