Simulation-Based Learning in Oral Radiology: Students’ Perceptions of Training in Intraoral Radiographic Techniques Across Two Dental Institutes

Objective: Simulation-based learning (SBL) in oral radiology offers a safe, structured environment that supports students’ transition to clinical practice. However, limited research has captured students' perceptions of SBL for intraoral radiography training. This study aimed to explore the perceptions of dental students about SBL in intraoral radiography using a mixed-methods approach across two dental institutions. Methods: Third-year undergraduate dental students from two institutions were recruited. All students were trained on both periapical (paralleling technique in Institution A and bisecting angle technique in Institution B) and bitewing radiographs using a mannequin. Data were collected through a 9-item Likert-scale survey and three open-ended questions. Quantitative data were analyzed using descriptive statistics and Mann–Whitney U test, while qualitative data underwent thematic analysis. Results: A total of 44 students expressed overall positive perceptions of SBL, with a mean score of 4.27. The highest-rated item was “Readiness for clinical transition” (mean = 4.53), and the lowest was “Realism” (mean = 3.81). Institution A students showed significantly more positive responses than those from Institution B in items: develop self-confidence, skill development, and skill mastery through repetition. Thematic analysis supported quantitative findings and revealed four key themes. Students valued the role of SBL in skill development, providing a psychologically safe learning environment, and bridging theory and practice. Students noted barriers about mannequin realism, technical challenges, and access issues. They also provided suggestions for improving the SBL experience. Conclusion: The findings indicate that students value SBL as an effective approach for teaching core oral radiology skills and preparing students for clinical training. Enhancing mannequin design and practice opportunities may further improve undergraduate learning experiences in simulated settings.