Abstract:

Introduction:
The University of Barcelona (UB) is a world-renowned public institution ranked among the top 100 universities globally. Its Bachelor's Degree in Dentistry is characterized by a high theoretical and practical teaching load, requiring students to master both cognitive knowledge and complex manual skills. The core subject "Introduction to Multidisciplinary Dentistry" (12 ECTS), taught in the final year, serves as an ideal model to analyze the transition from academia to professional practice. In dental education, a significant gap often exists between a student’s self-perceived competence and their actual clinical performance. Understanding this relationship is crucial for ensuring patient safety and professional excellence as students prepare to enter the workforce.

Objective:
The study aims to evaluate whether final-year students' subjective perception of their skills aligns with the objective reality of the dental treatments they performed at the Dental Hospital of the University of Barcelona (HOUB).

Methodology:
A dual-methodological approach was employed:
1) Qualitative: Voluntary, anonymous surveys with 5 open-ended questions regarding program strengths, weaknesses, self-reported confidence for dental treatments and proposal of improvements in the program.
2) Quantitative: A parallel analysis of all clinical treatments performed by the same student cohort at the HOUB during the academic year.

Results:
Student feedback was largely positive: 74% valued the multidisciplinary training, 54% highlighted the high patient volume, and 51% praised the teaching staff. However, challenges were noted: 33% reported discrepancies in clinical criteria among supervisors, 31% cited excessive waiting times for supervision, and 8% noted a lack of modern digital tools. Regarding self-perception, 83% felt confident in periodontal hygienic treatments, yet confidence dropped in specialized areas: only 13% felt secure in endodontics and 8% in aesthetics or fixed prostheses. Upon graduation, 56% felt unsure about root canals and 41% about aesthetic treatments. Objectively, clinical activity was dominated by Restorative Dentistry (2,008 dental treatments), Surgery (1,410), and Periodontics (1,277). Other disciplines showed lower volumes: Endodontics (249), Aesthetics (140), Fixed Prosthodontics (507), and Removable Prosthodontics (460).

Conclusions:
The data reveal a clear correlation between procedural volume and student confidence. While high exposure in restorative and surgical areas ensures basic professional readiness, the lower frequency in endodontic and aesthetic cases directly mirrors student insecurity. To address the identified 33% discrepancy in supervisory criteria, we propose an urgent standardization of clinical protocols and regular faculty calibration sessions to ensure pedagogical consistency. Furthermore, to mitigate the perceived lack of modern technology, the integration of digital workflows (CAD/CAM and digital imaging) is recommended. These strategic improvements, alongside the future inclusion of implantology competencies in line with European Higher Education Area trends, are essential to align student confidence with the multifaceted demands of modern professional dentistry.

Keywords:

Dental Education, Clinical Competencies, Student Perception, University of Barcelona, Faculty Calibration, Digital Dentistry.