Assessing and Reporting Student Satisfaction with Prosthetic Dentistry Teaching and Curriculum in the Faculty of Dentistry, University of Benghazi

Abstract

Background: The evaluation of student satisfaction is essential for the quality assurance and continuous improvement of dental education programs. Student feedback offers crucial insights for enhancing training curricula to ensure that future dentists are equipped with the necessary competence for safe clinical practice. This study was designed to assess student perceptions of preclinical fixed prosthodontics training to identify strengths and areas for improvement. Aim: The objective of this study was to assess the satisfaction levels of undergraduate dental students regarding their preclinical training and educational experience in fixed prosthodontics at the Faculty of Dentistry, University of Benghazi, Libya. Methods: A cross-sectional, questionnaire-based study was conducted with 146 senior undergraduate dental students. An online survey composed of 22 questions was distributed, covering seven areas: socio-demographic factors, learning objectives, course materials, content relevance, instructor knowledge, instructor delivery, and facilities. Data were analyzed using descriptive statistics, including mean scores and the coefficient of variation, to gauge overall opinion and the level of agreement. Results: Most of the 146 participants were female (76%) and second-year students (74.7%). The overall perception of the course was neutral to positive, with mean scores for all survey questions ranging from 2.7 to 3.7. Strengths included the instructor's knowledge, which 43.2% of students rated as "good," and the usefulness of course materials, rated as "useful" by 40.4%. The highest level of disagreement was noted for the instructor's engagement and enthusiasm (coefficient of variation = 18.9). A significant area of concern was the teaching facilities, with 37.7% of students giving a "neutral" response and 23.3% rating them as "unsuitable".Conclusion: The study highlights the instructor's knowledge as a significant strength of the fixed prosthodontics course. However, it also identifies a critical need for improvement in the quality of teaching facilities and the learning environment to enhance the student experience. The findings were consistent with similar studies conducted in other countries and different dental specialties.