Abstract
BACKGROUND: The inclusion of people with disabilities in oral healthcare is increasingly recognized as a global priority. Despite this, individuals with disabilities continue to face significant barriers to dental care, often due to a lack of specialized training among providers. Dental education plays a crucial role in preparing future practitioners to deliver inclusive and equitable care. OBJECTIVE: This study aimed to assess the perceptions, satisfaction, and professional intentions of dental students regarding their preparedness to treat patients with disabilities, and to compare these perceptions between two Mexican dental schools. METHODS: A cross-sectional survey was conducted among undergraduate dental students from the third to sixth year at two institutions: the Faculty of Stomatology at the Universidad Autónoma de San Luis Potosí (UASLP) and the Faculty of Dentistry at the Northeastern Regional Complex of the Meritorious Autonomous University of Puebla (BUAP). A validated 14-item questionnaire was adapted and administered in person, reaching over 90% of the eligible population. Statistical analysis was performed using JASP software, applying chi-square tests to identify institutional differences in attitudes, perceptions, satisfaction, and behavioral intentions. RESULTS: A total of 502 students participated (248 (49.4%) from UASLP and 254 (50.6%) from BUAP). Female students comprised 201 (81.0%) at UASLP and 181 (71.3%) at BUAP, while male students represented 47 (19.0%) at UASLP and 73 (28.7%) at BUAP. BUAP students consistently reported significantly higher satisfaction with classroom, clinical, and extramural experiences, and greater confidence in treating patients with disabilities (p < 0.001). Differences were also found in perceived institutional support and faculty expertise. While both groups acknowledged the importance of improving disability-related education, 207 (81.5%) BUAP students expressed stronger behavioral intentions to include patients with disabilities in their future practice compared to 156 (62.9%) from UASLP (p = 0.00095). CONCLUSION: Despite a shared recognition of the importance of disability care, significant institutional differences were found in students' preparedness and educational experiences. These findings highlight the urgent need to enhance dental curricula with structured, experiential training and faculty development to ensure that future professionals are equipped to provide ethical and inclusive care to all patient populations.