Authors : Jayashri P.; Dr. Manoj Kumar G.; Dr. Vaishnavi S.; Dr. Monika G.; Kiranthika P.

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/2vmt7c2y

Scribd : https://tinyurl.com/36hd567s

DOI : https://doi.org/10.38124/ijisrt/26feb221

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Background Digital technology in dental education has changed how dentists communicate with and educate patients. Although quantitative studies show benefits of technology-based tools, limited qualitative evidence exists on patient perceptions.  Aim This study aimed to explore patients’ experiences, perceptions, and satisfaction with technology-based dental education.  Method A qualitative exploratory design was used. Semi-structured interviews were conducted with 150 adult patients who received technology-based dental education during treatment at a tertiary dental care center using purposive sampling. Interviews were conducted in English or Tamil, audio-recorded, transcribed verbatim, and translated where required. Data were analyzed using inductive thematic analysis following Braun and Clarke’s framework.  Results Eight themes emerged. Patients reported improved understanding of their dental condition using visual aids such as videos, intraoral images, and digital radiographs. Technology-based education reduced fear and anxiety, improved trust, and increased satisfaction with care. Digital explanations were preferred over verbal explanations when combined with clear communication. Challenges included information overload, limited digital literacy, and concerns about time and cost. Patients emphasized that technology should support, not replace, human interaction.  Conclusion Technology-based dental education improves patient understanding and satisfaction when used in a patient-centered manner. Combining digital tools with empathetic communication supports patient engagement in dental practice.

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