De la simulación a la realidad: desafíos psicológicos en la formación clínica odontológica

This study is a narrative literature review aimed at analyzing the available evidence on the relationship between mental health, academic motivation, and academic performance among dental students, with emphasis on the preclinical-to-clinical transition. A bibliographic search was conducted in scientific databases, selecting studies related to stress, anxiety, depression, motivation, and academic performance in dental education.The results reveal a high prevalence of anxiety and depression, with direct repercussions on academic performance. The clinical transition emerges as the point of greatest psychological vulnerability, marked by the gap between theoretical training and the demands of working with patients. Intrinsic motivation acts as a protective factor, while extrinsic motivation is associated with greater emotional vulnerability.It is concluded that this transition represents a critical stage that requires institutional strategies aimed at promoting psychological well-being and autonomous motivation.