Knowledge, Attitude, Perception among Undergraduate Students on Integrating Emotional Competence Training in Dental Curriculum

Dr. B. Naina Gopal; Dr. K. V. N. R. Pratap; Dr. T. Madhavi Padma; Dr. V. Srujan Kumar; Dr. Surbhit Singh; Dr. V. Shivani

doi:10.36437/irmhs.2025.8.3.A

Dr. B. Naina Gopal Student, Department of Public Health Dentistry, Mamta Dental College, Khammam, India.
Dr. K. V. N. R. Pratap Professor and HOD, Department of Public Health Dentistry, Mamta Dental College, Khammam, India.
Dr. T. Madhavi Padma Professor, Department of Public Health Dentistry, Mamta Dental College, Khammam, India.
Dr. V. Srujan Kumar Senior Lecturer, Department of Public Health Dentistry, Mamta Dental College, Khammam, India.
Dr. Surbhit Singh Senior Lecturer, Department of Public Health Dentistry, Mamta Dental College, Khammam, India.
Dr. V. Shivani Student, Department of Public Health Dentistry, Mamta Dental College, Khammam, India.

DOI: https://doi.org/10.36437/irmhs.2025.8.3.A

Keywords: Botox, Botulinum Toxin, Dentistry, Cosmetic Procedures, Esthetics, Dental Students, Knowledge

Abstract

The dental profession demands not only technical expertise but also strong interpersonal and emotional skills. Emotional competence (EC) is crucial for managing patient relationships, reducing professional burnout, and fostering effective communication. Despite its significance, emotional competence training is often overlooked in traditional dental curricula.

This article explores the need for integrating EC training into dental education, focusing on its benefits, challenges, and strategies for implementation. By preparing students to navigate the psychological and emotional complexities of clinical practice, EC training can enhance patient care and overall professional development.

Aim: To evaluate the knowledge, attitude, and perception of dental students towards the emotional competence training.

Objectives

To assess the level of knowledge of dental students regarding emotional competence training.
To explore the perceptions of dental students regarding the emotional competence training.

Method: A cross-sectional survey was conducted among 300 dental students, comprising 97 males (32.5%) and 202 females (67.5%), including 71 first-year BDS students, 62 second-year BDS students, 51 third-year BDS students, 56 fourth-year BDS students and 60 interns. The survey included 13 questions exploring awareness, perception on emotional competence training Responses were analyzed based on gender and year of study using chi-square tests to identify statistically significant difference.

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