Self‐confidence as a predictor of senior dental student academic success

Abstract

Purpose Noncognitive indicators, such as personality type and self‐confidence, have been used as predictors of achievement. Accordingly, we investigated whether self‐confidence in clinical skills predicts academic success among predoctoral senior dental students. Methods Two consecutive cohorts (N = 336) of predoctoral senior dental students were invited to rate their self‐confidence in clinical procedures twice: at the beginning and at the end of the academic year. Academic performance in clinical assessments was retrieved from scholastic records. Multiple linear regression models were constructed to predict clinical assessment grades using self‐confidence scores as a predictor after controlling for possible confounders. Results Self‐confidence scores in clinical procedures were positively correlated with clinical and academic performance. Self‐confidence in clinical procedures and grade point averages were consistent predictors of student performance. Additionally, self‐confidence had improved at the end of the senior year (p = 0.003). Conclusions Self‐confidence in clinical procedures was a predictor of future clinical success. Therefore, fostering and nurturing the confidence of students and integrating self‐confidence assessment into the curricula at relevant timepoints should be a goal in dental education. Moreover, self‐assessment of confidence in clinical skills could be used to guide students and graduates in developing their own personal development plan.

Growing future clinicians: Can the seeds of admission data determine success?

“…But, it is noteworthy that the only admission criteria found to be associated with clinical (patient‐care) GPA was weighted undergraduate cumulative GPA (0.08 increase per one‐unit increase), also supporting previous research showing a lack of a significant relationships between admission criteria and clinical proficiency 2 . Personality traits such as extroversion may enhance clinical productivity, 16 and inherent characteristics such as self‐confidence, 17 grit, and resilience are associated with didactic and clinical academic success 18 …”

“…9 But, it is noteworthy that the only admission criteria found to be associated with clinical (patient-care) GPA was weighted undergraduate cumulative GPA (0.08 increase per oneunit increase), also supporting previous research showing a lack of a significant relationships between admission criteria and clinical proficiency. 2 Personality traits such as extroversion may enhance clinical productivity, 16 and inherent characteristics such as self-confidence, 17 grit, and resilience are associated with didactic and clinical academic success. 18 Furthermore, various aspects of student personalities, including professionalism and communication skills, general academic preparation, and external forces such as life events, are likely to play a significant role in student performance in dental school, 9,19 and a holistic approach to supporting matriculated dental students is warranted.…”

Dental student success: The predictive value of first‐year grades

“…Of the 156 students included in this analysis, 154 (98.7%) graduated; the two who did not were very unusual cases for RSDM, with dismissals after the first year of the curriculum. Given existing research suggesting the emotional intelligence factors and non‐cognitive indicators of success in clinical education, 15,16 a continued focus on student support is warranted. Student needs and stressors may also change as they progress through the curriculum, and students should be regularly reminded about the availability of resources within the school, such as counseling, tutoring, and disability services, and encouraged to utilize the services 17 .…”

“…Non-cognitive indicators such as self-confidence regarding clinical procedures have been found to be associated with success in the fourth year of dental school. 15 Comparison of students' clinical grades to their scores on an emotional intelligence assessment suggests a correlation between emotional intelligence (for example, adaptability and optimism) and clinical performance. 16 This study seeks to investigate the relationship between first-year grades and cumulative grades at the end of dental school to explore trends in academic performance in the predoctoral dental curriculum; this is a follow-up to the authors' previous investigation of the relationship between admissions criteria and student performance in the curriculum utilizing the same student cohorts.…”

“…Emotional factors may be related to success in the clinical portion of dental curricula. Non‐cognitive indicators such as self‐confidence regarding clinical procedures have been found to be associated with success in the fourth year of dental school 15 . Comparison of students’ clinical grades to their scores on an emotional intelligence assessment suggests a correlation between emotional intelligence (for example, adaptability and optimism) and clinical performance 16 …”