Recognition, attitudes and educational requirements toward forensic odontology among dental students in Shandong Province, China: a cross-sectional questionnaire-based study

Abstract Background Forensic odontology is an interdisciplinary subspecialty of dentistry that provides scientific evidence for judicial proceedings and human‑remains identification. Empirical baseline data on dental students’ perceptions of forensic odontology in mainland China are scarce. This study assessed cognition, attitudes and educational needs for forensic odontology among 482 dental students from one Shandong university providing evidence for interdisciplinary dental curriculum reform. Methods An anonymous cross‑sectional online questionnaire was distributed using convenience sampling. The survey tool was adapted from published international instruments. IBM SPSS Statistics 22.0 was used for analyses including Pearson’s χ² test, Cochran‑Armitage trend test, Mantel‑Haenszel ordinal χ² test, and Spearman’s rank‑order correlation analysis. Results Only 59.13 % of respondents identified forensic odontology as a dentistry subspecialty. Gender‑associated cognitive disparities were found in perceptions of its applications and individual anatomical uniqueness (except for age estimation), with no significant grade‑level differences. Documentaries, university‑based lectures and online media were major information sources; 15.98 % reported no prior exposure to this discipline and 39.21 % faced barriers accessing relevant information. Over 85 % of participants acknowledged its linkage with dentistry and supported supplementary teaching. Whilst 84.44 % favored active learning and 42.12 % preferred integrated theory and practical training, merely 24.9 % expressed strong forensic‑odontology‑related career intention, indicating weak translation of learning motivation into professional aspiration. Moderate positive correlations existed between interdisciplinary‑relevance perceptions, self‑assessed knowledge and preliminary career intention, as well as between active‑learning willingness, perceived occupational benefits and preliminary career intention. Conclusion Though recognizing forensic odontology’s practical value, Shandong dental students showed poor conceptual mastery and fragmented information access, alongside limited conversion from learning to career intention. Interdisciplinary teaching via electives and thematic lectures is recommended. Grade‑stratified curricula, accommodation of gender‑related cognitive gaps, enhanced practical training and improved educational and popular‑science resources should advance interdisciplinary dental‑talent development.