Exploring Self-directed Learning in Dental Education: Analyzing Student Perceptions, Practices, and Resource Utilization

Objectives: The main objective of this research was to examine students' perceptions and practices related to self-directed learning in dental education, as well as to assess the extent to which their confidence in this learning approach is supported by evidence. Materials and Methods: A cross-sectional survey was conducted among 531 participants in 3rd - to 5th -year students (63.7% females, 36.3% males). Results: Fifth-year students were the main respondents (62.7%). Students had an average screen time of 6.45 hours on their mobiles last week, with males’ screen times averaging higher (6.73h, p=0.045). For the Modified eHealth Questionnaire, there was no difference between perceptions of both genders (p=0.22), but the 5th -year student scores were higher (p=0.03). Curricular and extra-curricular subjects where students felt a need for online searches were reported. The overall perceptions for educational online resources were positive. While many students feel comfortable incorporating internet-based information into their learning and clinical decision-making (positive perceptions 62%), a significant number lack the skills to assess whether the information is credible and evidence-based (negative or neutral 63.3%). Conclusions: This discrepancy poses a risk, as students may unknowingly rely on inaccurate or sub-standard materials, potentially affecting their education and patient care. To address this issue, there is a clear need for improved training in digital literacy and critical evaluation of online resources.