Oral Biopsy: Evaluating Awareness and Knowledge Among Dental Students at University of Baghdad: Oral Biopsy: Evaluating Awareness and Knowledge Among Dental Students

maryam hameed alwan; Dania Mahdi A. Alhussain; Tiba Haider Muneer

Authors

maryam hameed alwan College of Dentistry at the University of Baghdad
Dania Mahdi A. Alhussain Department of Oral Diagnostic Science, College of Dentistry, Baghdad University, Iraq
Tiba Haider Muneer Department of Restorative and Aesthetic Dentistry, College of Dentistry, University of Baghdad, Iraq

Keywords:

Clinical Competency;, Curriculum Development;, Dental Students;, Knowledge Assessment;, Oral Biopsy;

Abstract

Introduction Oral biopsy is a fundamental diagnostic procedure in dentistry, essential for the early detection of oral cancer and other pathologies. While theoretical knowledge is a core component of dental education, the translation of this knowledge into clinical confidence and practical ability is critical for patient care. Objective: : evaluate the awareness, knowledge, and self-perceived ability to perform oral biopsies Material and Methods: A cross-sectional study was conducted among dental students. Participants (n=110) comprising 14 multiple-choice questions assessing key variables: knowledge of biopsy principles, techniques, lesion identification, specimen preservation, and ability to perform the procedure Results: While theoretical awareness was high (98% knew what a biopsy is), a significant gap existed with practical application. Only 16% of students felt confident performing a biopsy independently. The primary barriers were reliance on theoretical knowledge only (47%) and a lack of clinical training (37%). A statistically significant association was found between gender and the perceived ability to perform a biopsy (p=0.002). However, no significant correlation was found between academic stage (4th vs. 5th year) and practical ability (p=0.2). Conclusion: Dental students have a strong theoretical foundation in oral biopsy but report a significant deficit in practical, hands-on training and self-confidence. The findings highlight a critical need to reform the curriculum to include more clinical and simulation-based training to bridge this theory-practice gap and better prepare future dentists for this essential diagnostic responsibility

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