Challenges in Learning Oral Pathology: A Student-Based Survey at the University of Benghazi

Abstract

Oral Pathology is an essential component of undergraduate dental education. However, most students experience difficulties with the complexity of the subject, histopathological terminology, microscopic slide identification, and the inability to link theoretical and clinical learning. This study aimed to assess the perceptions of dental students regarding the subject of Oral Pathology in order to improve teaching approaches at the Faculty of Dentistry, University of Benghazi. A cross-sectional, questionnaire-based study was conducted among third-year dental students at the University of Benghazi, Libya. A self-administered questionnaire assessed perceived learning difficulties, practical experiences, learning environment, attitudes towards Oral Pathology, and study strategies. Data were analyzed using frequencies, percentages, descriptive statistics, Spearman's rank order correlation, and binomial logistic regression, with statistical significance set at p < 0.05. The response rate was 29.8% (120 of 403 eligible students). Histopathology of the lesions was identified as the most difficult area by 45% of students, followed by odontogenic tumors 16.7% and oral cancer 15.8%. Slide identification was the most frequently reported practical difficulty 30%, followed by correlating theoretical knowledge with microscopic appearance 23.3%. Only 10% of the students reported being able to identify slide features on first viewing. Pre-reading before practical sessions was the only preparation behavior significantly associated with self-reported slide identification ability (ρ =0.197, p=0.031). Although 80.8% of students agreed that Oral Pathology was important for future clinical practice, only 22.5% considered the current teaching methods effective. Clinical case analysis in small groups was the most frequently preferred improvement (49.2%), followed by discussion of multiple cases after lectures (25.8%). Multiple-choice questions were the most frequently used study strategy (74.2%), while 52.5% reported frequent use of artificial intelligence tools. In conclusion, third-year dental students at the University of Benghazi perceive marked challenges in learning Oral Pathology, particularly in histopathological interpretation and microscopic slide identification. Although students are aware of the subject's clinical importance, they expressed dissatisfaction with the current teaching methods. The inclination towards small group case analysis and case-based discussion supports the transition towards more active, clinically oriented, student-centered learning.