Empowering Future Dentists: the Role of Learner Agency in Undergraduate Dental Education

Objectives: To explore the perspectives of undergraduate dental students on the development of learner agency in a PBL context and to determine the most critical dimensions of dental education that facilitate this process.
Methods: This qualitative study used focus groups to explore how undergraduate dental students develop learner agency. The methodology examined key dimensions of dental education, including curriculum, teaching methods, and support systems. Focus groups of 5–8 participants facilitated dynamic discussions, guided by a semi-structured topic guide based on a prior scoping review. Audio recordings and field notes were used to ensure data accuracy and capture non-verbal cues and group dynamics.
Results: The results were organized according to the three dimensions of learner agency framework, incorporating themes identified from the inductive analysis. In the context of undergraduate dental education, learner agency may be nurtured through intrapersonal, behavioral, and environmental dimensions. Intrapersonal factors such as self-efficacy, motivation, and identity development were strengthened by Problem-Based Learning (PBL), which encouraged active learning and adaptability in diverse cultural and professional settings. The behavioral dimension highlighted goal setting, planning, monitoring, and evaluation, with students enhancing skills through communication, task delegation, and reflective practice. The environmental dimension underscored the importance of trust, team dynamics, and institutional support, with supervisors and cultural engagement playing key roles in fostering a cohesive and supportive learning environment.
Conclusions: In conclusion, this study highlights the critical role of curriculum design, teaching methodologies, and support systems in fostering learner agency among undergraduate dental students. By utilizing focus groups, the research provided valuable insights into how students navigate and develop autonomy within their educational journeys. The findings underscore the importance of creating a supportive and flexible learning environment that encourages active participation, peer interaction, and reflective practice.