A Peek Under the Mask: Exploring Dental Students’ Experiences Through Focus Group Discussions

Introduction Training individuals to become dental professionals involves addressing multiple challenges related to a student’s learning experience. This study aimed to identify the learning issues and stress factors affecting dental students at a premier dental school in Malaysia. Focus group discussions (FGDs) were used to gather qualitative insights into students’ experiences, highlighting common struggles across clinical training years. Methods Thirty clinical-year dental students (years three, four, and five) participated in online FGDs. Theoretical and homogeneous purposive sampling techniques ensured diverse yet comparable perspectives. Discussions were facilitated using a validated topic guide to explore learning needs, motivation, instructional strategies, content, learning environment, and academic performance. Thematic analysis was employed to identify key themes and a triangulation analysis incorporating FGD transcripts, field notes, and digital engagement patterns provided a comprehensive understanding of students’ challenges and learning preferences. Results FGDs revealed shared challenges among all clinical-year students, including difficulties transitioning to clinical training, balancing academic and clinical responsibilities, and coping with performance-related stress. The triangulation analysis highlighted discrepancies between verbalized concerns and observed engagement patterns, revealing underlying anxiety, self-doubt, and cognitive fatigue. Students preferred structured guidance, interactive learning methods, and timely feedback. While confidence increased with clinical experience, assessment transparency and workload concerns remained prevalent. Preference for student-centred, experiential, and reflective learning strategies was common. Discussion FGDs provided distinct insights into the unique challenges faced by dental students, highlighting the need for a supportive and adaptive educational environment. They also emphasized the importance of student-centred learning (SCL), which incorporates experiential and reflective practices to enhance academic performance and well-being. Conclusion This study highlights the challenges faced by dental students, emphasizing the importance of academic support and tailor-made SCL strategies. Addressing these needs, including structured mentorship, active learning approaches such as case-based and problem-based learning (PBL), transparent assessment criteria with constructive feedback, and optimized workload management, can enhance academic performance, alleviate stress, and create a more supportive and effective learning environment.