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This survey aimed to assess the impact of hybrid education on dental students\u2019 transition to clinical practice and to evaluate the efficacy and sustainability of preclinical education delivered in a hybrid model.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      The multi-centered questionnaire survey was e-mailed to students who received preclinical education in dentistry faculties from 2018 to 2020 and subsequently proceeded to clinical education. Students who received preclinical education in face-to-face and hybrid formats were included. The survey examined how preclinical education affects restorative clinical skills and students\u2019 perceptions. It compared students with different levels of preclinical education using descriptive statistics and the Mann-Whitney U test for quantitative analysis (\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&lt;\u20090.05).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Analysis of responses from 341 participants revealed that students who received face-to-face preclinical education exhibited greater confidence in performing restorative procedures than students educated in a hybrid format. Nonetheless, both groups demonstrated a high level of self-assurance.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>This study highlights the challenges faced by students in hybrid learning and provides strategies to overcome them. With proper adjustments, hybrid learning can become a reliable and flexible component of dental education, maintaining continuity and quality even in challenging circumstances. The study also informs future curriculum planning by emphasizing the importance of preparedness for distance-based learning, flexibility in clinical scheduling, and early identification of gaps in clinical skill development.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1186\/s12909-025-08252-x","type":"journal-article","created":{"date-parts":[[2025,11,25]],"date-time":"2025-11-25T13:10:42Z","timestamp":1764076242000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["The impact of preclinical education on operative and restorative skills in dental students: a survey-based evaluation"],"prefix":"10.1186","volume":"25","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6199-0472","authenticated-orcid":false,"given":"Elif","family":"T\u00fcrke\u015f Ba\u015faran","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3944-4840","authenticated-orcid":false,"given":"Burcu","family":"Dikici","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6543-1552","authenticated-orcid":false,"given":"G\u00fcl\u015fah","family":"Yenier Yurdag\u00fcven","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7526-521X","authenticated-orcid":false,"given":"Haktan","family":"Yurdag\u00fcven","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2025,11,25]]},"reference":[{"key":"8252_CR1","doi-asserted-by":"publisher","first-page":"102434","DOI":"10.1016\/j.jaut.2020.102434","volume":"109","author":"Y Yang","year":"2020","unstructured":"Yang Y, Peng F, Wang R, Yange M, Guan K, Jiang T, et al. 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