Predictors of Clinical Case Completion Among Undergraduate Dental Students in a Philippine Setting

Abstract

Clinical training is a core component of dental education. However, variability in students’ ability to complete required clinical cases remains a persistent challenge. This study developed a regression-based predictive and mediation model of clinical case completion among undergraduate dental students by examining the roles of academic performance, clinical competence, self-efficacy, and clinical learning environment. A quantitative descriptive-correlational design was employed involving 153 clinical-phase dental students selected through purposive sampling. Data were collected through a structured questionnaire and analyzed using descriptive statistics, Pearson correlation, multiple regression, and bootstrapped mediation analysis. All predictor variables were significantly associated with clinical case completion, with self-efficacy showing the strongest relationship. Regression analysis identified self-efficacy and the clinical learning environment as significant predictors of clinical case completion, whereas academic performance was not a significant predictor. Clinical competence demonstrated a negative regression coefficient, suggesting a suppression effect. The model accounted for 50.5% of the variance in clinical case completion. Mediation analysis further revealed that self-efficacy strongly mediated the influence of the clinical learning environment, while clinical competence showed partial mediation. The findings emphasize the importance of psychological and environmental factors in shaping students’ clinical productivity. Strengthening self-efficacy and fostering supportive clinical learning environments may improve clinical outcomes. These results support a multidimensional approach to dental education and provide evidence for targeted instructional and curriculum interventions.