Enhancing Self- Reflection and Assessment in Dental Education: A Comparative Study on e- Portfolio Use in Preclinical and Clinical Training

Purpose: E- portfolios support reflective learning, competency development and personalised assessment. This study compared dental students' perceptions of e- portfolio use between preclinical fourth- year and clinical fifth- year training, focusing on bene-fits, challenges and assessment preferences. Methods: A cross- sectional survey was conducted among students enrolled in Paediatric Dentistry and Paediatric Practicum over two academic years. A 25- item questionnaire, developed from previous instruments and refined through expert review by four faculty members, covered six thematic areas. Sample size was estimated using Cochran's formula. Descriptive statistics, chi- square tests with Cramér's V, Benjamini-Hochberg correction, and thematic analysis were used. Results: Of 208 invited students, 176 completed the survey, and 165 valid responses were analysed (84 preclinical, 81 clinical). Both groups valued e- portfolios for self- reflection. After correction, technical difficulties were more frequent among preclini-cal students (pBH = 0.012, V = 0.25). Clinical students perceived e- portfolios as fairer than traditional assessment (pBH = 0.039, V = 0.23), preferred written feedback (pBH = 0.012, V = 0.28), and revised portfolio content more frequently (pBH = 0.020, V = 0.25). Other small effects did not survive correction. Conclusions: E- portfolios were positively perceived at both stages, shifting from skill- showcasing to competency documenta-tion. These findings support scaffolded integration in competency- based dental education.