Are Dental Students in Saudi Arabia Prepared to Diagnose and Manage Patients With Cleft Lip and Palate?
Amani Harrandah, Eshraq Alqurashi, Rahaf Bahareth, Sahar Qasem, Afnan NassarABSTRACT
Objectives
To assess the knowledge and preparedness of dental students regarding Cleft lip and palate (CLP) and to utilize qualitative inquiry in Phase II to explain the educational factors influencing clinical competency (measured via theoretical management skills) and knowledge retention (measured via etiology recall).
Methods
A sequential explanatory mixed‐methods study was conducted at Umm Alqura University, Makkah, Saudi Arabia. Phase I involved a cross‐sectional survey of 129 clinical dental students and interns to assess demographics, theoretical knowledge, and attitudes toward CLP care. Phase II involved semi‐structured interviews with a stratified purposive sample to explore barriers to learning and confidence. Quantitative data were analyzed using descriptive statistics and inferential tests (Chi‐square and independent t‐tests), while qualitative transcripts were analyzed using thematic analysis.
Results
Quantitative findings showed that while 85.2% of students recognized clinical features, significant deficits existed in etiology; only 35.9% correctly identified smoking as a risk factor. Students with clinical exposure achieved higher knowledge scores (7.94 ± 3.70) compared to non‐exposed students (7.14 ± 2.89) yet demonstrated high variance in performance. Qualitative analysis explained these disparities through five emerging themes: (1) “knowledge decay” of pre‐clinical sciences not reinforced in later years; (2) clinical exposure often limited to “passive observation” rather than active engagement; (3) anxiety regarding patient counseling due to a lack of practical communication training; (4) uncertainty regarding treatment sequencing and the optimal timing for interventions; and (5) ambiguity regarding the general dental practitioner's specific role and responsibilities within a multidisciplinary cleft palate team.
Conclusion
Current educational models relying predominantly on isolated didactic instruction and passive observation may not be entirely sufficient for fostering complete CLP competency. The findings suggest a curriculum revision emphasizing vertical integration and active, case‐based learning.