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Objective The aim of this study was to characterize the curricular and supplemental resources used by dental students during their operative dentistry course, survey students’ perception of each resource's “helpfulness,” and assess students’ perceptions of preparedness to perform operative dental procedures in clinical settings. Methods American Student Dental Association delegates at all accredited dental education programs in the United States were asked to forward an email to students enrolled at their respective institutions explaining the purpose of the study and asking them to fill out our survey. The response rate was calculated using the targeted enrollment data found in American Dental Education Association Official Guide to Dental Schools. Results A total of 715 qualified respondents completed our questionnaire for a response rate of 13.5%. 90% of students felt at least “moderately prepared” to perform operative procedures in the clinical environment. The 3 most common curricular resources provided to students were lecture slides (n = 707, 99%), live lectures (n = 664, 93%), and live faculty demonstrations (n = 547, 77%). YouTube was the most common supplemental resource utilized by students (n = 575, 80%). When asked to select which resources were the most helpful for their learning, 49% (270/547) selected live faculty demonstrations, 27% (153/575) selected YouTube videos, and 23% (155/664) selected lectures/lecture slides. Conclusion To best meet the expectations of the current generation of dental students and to prevent early‐stage dental learners from being influenced by clinical misinformation online, dental schools should consider adapting and producing more online, video‐based learning resources for their curricula.

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Purpose/Objectives: Online educational materials are growing in use, and dental students worldwide can benefit from higher quality and more accessible online supplemental resources. This study was created to evaluate the learning resources non-English speaking dental students desire and to pilot My Dental Key (MDK), an English, evidence-based, online dental educational platform.Methods: Third to sixth year dental students at the Huế University of Medicine and Pharmacy were asked to pilot MDK over a 5-week period and were invited to answer three surveys throughout the study. A preliminary survey was given to gauge the participants' (n = 209) preferences regarding the use of English-based dental educational resources. Participants (n = 58) completed a presurvey prior to accessing MDK. After the 5-week period, participants (n = 38) were given a postsurvey to evaluate the platform's effectiveness as a supplemental educational resource. Results: Overall, we found that: (1) students desire credible online supplemental resources in addition to current resources provided by their school, (2) the multimodal content that MDK provides is a strength that bridges language barriers (3) participants perceived that the content on MDK would help them in class and when treating patients. Conclusions: Improving the quality of online supplemental dental resources will have the capability to progress the current educational landscape, and further resources should be created to best serve the global dental community.