PREVALENCE AND IMPACT OF LEARNING DIFFICULTIES AMONG UNDERGRADUATE DENTAL STUDENTS AT UNIVERSITY OF ADEN: A CROSS-SECTIONAL STUDY

Abstract

Learning difficulties pose significant barriers to academic success and professional development, particularly among dental students who must balance complex theoretical content with hands-on clinical training. In fragile and conflict-affected contexts such as Yemen, these challenges are intensified by systemic educational and infrastructural disruptions. This study aimed to assess the prevalence, contributing factors, and educational consequences of learning difficulties among undergraduate dental students at University of Aden, and to generate context-specific recommendations to enhance student support. A cross-sectional descriptive study was conducted among 210 randomly selected dental students using a structured self-administered questionnaire. The survey addressed demographics, learning barriers, academic performance, and psychosocial well-being. Data were analyzed using suitable descriptive and inferential statistics. Over 85% of students reported recurrent learning difficulties, particularly with comprehension, memorization, and information overload. Significant associations were found between these difficulties and both lower academic performance and elevated psychological stress. Key predictors included poor laboratory infrastructure, limited faculty availability, and inadequate support services. Learning difficulties are highly prevalent among dental students at University of Aden and are compounded by conflict-driven educational barriers. Comprehensive interventions—ranging from infrastructure improvement to psychosocial support—are urgently needed to foster academic resilience and equity in Yemen’s dental education system.