Self-Perceived Clinical Competence and Educational Adequacy in Oral and Maxillofacial Surgery: A National Survey of Final-Year Dental Students in Israel

Abstract Introduction Oral and maxillofacial surgery (OMFS) is a core component of undergraduate dental education, yet students' perceived preparedness for independent practice varies. We evaluated final-year dental students' self-perceived confidence in core OMFS procedures and perceived educational adequacy within Israel's national dental curriculum. Materials and Methods Final-year students at both Israeli dental schools (n = 84; 70.0% response; 2024–2025) completed a structured 5-point Likert questionnaire (Cronbach's α 0.79–0.85) covering nine dentoalveolar procedures and perceptions of clinical supervision, hands-on surgical opportunity, and the observation/hands-on balance. Analyses used Welch's t-tests, Pearson correlations, and multivariable linear regression. Results Confidence was highest for single-rooted tooth extraction (4.29 ± 0.78) and lowest for complex surgical extraction requiring flap elevation, bone removal, and tooth sectioning (2.02 ± 0.96), with only 7.1% feeling confident. Perceived educational adequacy was the strongest predictor of overall confidence (composite r = 0.50, p < 0.001); older age predicted lower confidence, and gender was non-significant. Only 52.4% felt their teaching had prepared them for independent practice. Conclusion Final-year students feel prepared for routine dentoalveolar procedures but markedly less so for complex surgery. Perceived educational adequacy is the principal modifiable determinant of confidence, identifying clear targets for curriculum refinement: simulation-based training, competency-based progression, and expanded supervised operative exposure.