EJIHPE | Free Full-Text | Educational Approach: Application of SWOT Analysis for Assessing Entrepreneurial Goals in Senior Dental Students

In the dynamic landscape of the healthcare industry, where market demands, technological advancements, regulatory changes, and patient expectations constantly evolve, strategic planning and decision-making are pivotal for success [1,2,3]. The SWOT analysis, (strengths, weaknesses, opportunities, and threats), a fundamental framework widely used in healthcare organizations, provides a structured methodology for assessing internal strengths and weaknesses, as well as external opportunities and threats [1,3,4]. This tool’s application is particularly valuable for crafting informed strategies in the healthcare sector, allowing organizations to adapt to the ever-changing environment [5,6]. Dentists and dental practices can also benefit significantly from the application of SWOT analysis, especially concerning various aspects of their business and professional practice [7].

In the field of dental education, SWOT analysis further serves several crucial purposes. Firstly, it aids in identifying personal strengths and weaknesses among dental students, helping them recognize their strengths while addressing areas needing improvement. This process aligns with the educational aspect of dental training, where students actively engage in self-assessment and skill development [8]. Secondly, it facilitates the recognition of opportunities for growth and development within dental education, such as research projects, community outreach programs, and specialized training, all of which contribute to a holistic educational experience [9]. Thirdly, SWOT analysis helps in acknowledging threats and challenges students may face, enabling them to prepare and strategize effectively. Furthermore, it assists in career planning and decision-making by aligning students’ strengths with suitable career paths and guiding them in addressing weaknesses through further education or mentorship. Lastly, SWOT analysis enhances personal development and improvement strategies by guiding students in designing action plans to enhance their skills and capitalize on their strengths [9].

According to these purposes, for senior dental students who are on the verge of making crucial career decisions, the utilization of SWOT analysis becomes imperative. As the landscape of dental healthcare undergoes transformation post-COVID-19, there seems to be a need for integrating innovative approaches and entrepreneurial skills into dental education to prepare students for adapting to changing circumstances and fostering creativity in dental practice [1]. However, the transition to entrepreneurship demands careful consideration of various factors to ensure long-term success. Senior dental students possess a unique set of strengths derived from their educational background, clinical skills, and hands-on experience gained during their studies [10]. Yet, potential weaknesses may stem from limited business acumen and financial management skills, or a lack of experience in practice management [11].

While SWOT analysis has been employed already in various capacities within dentistry [7,8,9,10,11], its novel application for assessing dental students’ anticipation of their future professional trajectories constitutes a noteworthy contribution. This research investigates the application of SWOT analysis among senior dental students at the Department of Dentistry, National and Kapodistrian University of Athens, Greece. Emphasis is then placed on evaluating their preparedness to initiate independent dental practices shortly after graduation, offering valuable insights into the distinct requirements of senior dental students during the decision-making process [1,9]. Simultaneously, the study aims to investigate the relevance of SWOT analysis in the realm of dental entrepreneurship. Its objective is to provide comprehensive insights and guidance on the effective utilization and seamless integration of SWOT analysis into decision-making processes during the transitional phases between the academic and professional life of dental students, addressing the relevant gap in the existing literature. The overarching goal is to empower senior dental students with strategic insights that can elevate their decision-making process and augment the likelihood of success in their entrepreneurial pursuits.

The data extracted from the SWOT analysis are presented in Table 1. The response rate was 98.27% (114 correct questionnaires were finally collected out of 116 senior students, 43 males and 71 females). All participants willingly submitted the questionnaire explaining the high response rate of the study. In our analysis, personal traits were considered as characteristics primarily inherent to an individual’s personality, while skills were regarded as attributes that can be acquired through learning [19]. So, in our findings, an individual is considered industrious if he or she demonstrates perseverance and determination in performing a task and is in the spectrum of work ethic. It is already reported that industrious people are more likely to believe that hard work is a virtue [20]. Also, for assessing “persistence” in our study, we used the definition of the term as a “voluntary continuation of a goal-directed action in spite of obstacles, difficulties, or discouragement” [21].

Gender differences for the SWOT analysis components are presented in Table 2. The strength of organization skills was more likely reported by female dentists compared to male dentists (59.2% vs. 32.6%, respectively), while knowledge in their field was reported more frequently by male dentists (39.5% vs. 18.3%). Also, females noted their anxiety as a strong detriment to achieving their goal (49.3% vs. 27.9% for female and male participants, respectively). Female participants were more likely to consider access to training and specialization programs as an opportunity compared to males (35.2% vs. 14%), while support from dentists and other physicians in the family was considered an opportunity by 20.9% of male dentists and only 5.6% of female dentists. Economic instability was reported as a threat by female dentists (85.9%) and by male dentists (62.8%), while high taxation rates in Greece was considered a threat by 25.6% of male participants and only 7% of females.

Values and actions provided by the participants are summarized in Table 3, along with gender differences. Industriousness (24.6%), Persistence (35.1%) and Ethics (28.9%) were the main values reported by both male and female dentists. In terms of the path to achieve their goals, participation in training programs (57.9%), gaining experience by working with more experienced dentists (29.8%) and participation in scientific conferences (16.7%) were the most prevalent actions.

Actions were utilized in two-step cluster analysis and provided two subgroups (silhouette score of 0.2), namely the participants that intended to take advantage of all available options to achieve their goal (n = 49) and the ones that focused on gaining professional skills and experience (n = 65). Results of cluster analysis are presented in Table 4, showing that the first cluster included participants that intend to participate in training programs and scientific conferences, work as interns, pursue postgraduate degrees and utilize marketing strategies to promote their practice, while the second cluster included only participants that intend to gain practical experience and training.

In Table 5, the results of the Stepwise Binary Logistic Regression for the predictors of classification in cluster 1 “Taking advantage of all available options” are presented. Participants that report the strength of industriousness were less likely to take advantage of all the options to achieve their goals and were more likely to focus on gaining practical skills and experience (OR 0.338 95% CI 0.126–0.906). Moreover, participants that perceived their strength related to personal traits such as persistence, patience, attention to detail, consistency, decisiveness, and critical thinking were more likely to take advantage of all the options to achieve their goals (OR 2.922 95% CI 1.250–6.828).

A schematic representation of the data is seen in Figure 1.

Personal development plans play a pivotal role in enhancing self-development and professional advancement [21,22,23,24,25]. In this study, we report on data derived from the use of SWOT analysis in assessing goal setting for dental entrepreneurship in senior dental students of a dental department in a public university.

The Strengths analysis in our study had important feedback. Notably, industriousness emerged as a significant predictor, indicating that students with a strong work ethic are more likely to exhibit a proactive approach in utilizing available entrepreneurship opportunities in the market of dental services [26]. Moreover, personal traits, specifically strengths, were also identified as a significant predictor of career success in our study. This underscores the importance of self-awareness and using one’s unique qualities in career decision-making as also mentioned elsewhere [1,26]. The positive association between personal traits and the inclination to explore various options in dental entrepreneurship aligns with the idea that understanding one’s strengths contributes to effective decision-making and adaptability [27] and corresponds to a growth mindset [28]. Furthermore, the relevant literature underscores the influential role of mindset, specifically the distinction between fixed and growth mindsets, in shaping decision-making and career trajectories [29,30]. A fixed mindset, characterized by the belief in inherent limitations, leads individuals to perceive their abilities as rigid and resistant to change, impacting their reactions to unexpected career developments [19]. The skepticism and reluctance to adapt, which characterize the fixed mindset, become a self-fulfilling prophecy that discourages proactive engagement with career challenges as seen in our data [31]. In contrast, a growth mindset views abilities as malleable, embracing setbacks as opportunities for learning and improvement [26] as seen by most of our participants. Dental students with a growth mindset could approach unexpected developments such as challenges, fostering resilience and adaptability while in the university, as well as later in their profession [32,33]. This mindset encourages a proactive decision-making approach in our participants, marked by seeking feedback, experimenting with strategies, and ongoing development initiatives [34]. As discussed in Dweck’s concept of a growth mindset, fostering a growth mindset could be also vital for dental students, enabling them to navigate uncertainties and challenges with flexibility, open-mindedness, and a commitment to continuous learning [28]. The next step involves adopting an evolutionary mindset, using self-reflection, personal evolution, and addressing all opportunities for success [35] as seen for 43% of our participants too. An evolutionary mindset prompts individuals to explore competencies, talents, and ask challenging questions about their behavior, crucial for addressing complexities in dentistry [26,36]. In current and future high-performance dental environments, an evolutionary mindset will enhance adaptability, flexibility, and readiness for self-scrutiny and necessary changes, marking the path towards true leadership in the dental profession [37].

Although economic instability in the decision-making process of senior dental students in our study did not achieve conventional significance levels, its presence in the model suggests potential influence. This aligns with the broader recognition that economic considerations wield substantial influence on career decisions [38]. Also, our study confirms previous findings on gender-based differences in career decision-making, with female and male dental students showing distinct preferences in SWOT analysis components [39]. Female dentists emphasize organizational skills, while males prioritize technical proficiency and business acumen. We also identify new concerns, like taxation rates for male dentists, not previously discussed [39]. Additionally, marketing involvement positively influences our sample, consistent with other studies [40,41]. These findings report on the need for tailored educational approaches addressing gender-specific preferences and challenges in dental education and career expectations.

The Opportunities analysis was also important in our approach. The identification of key predictors opens avenues for targeted interventions and support mechanisms in dental education. Recognizing the significance of personal traits, educators and career counselors can design programs to enhance self-awareness and provide resources for students to better understand their strengths. Strengthening these personal attributes may positively influence career decision-making processes [42,43,44]. The study’s focus on opportunities aligns also with the broader context of career development theories, emphasizing the importance of identifying and capitalizing on favorable conditions [45]. The opportunities identified in the study, such as collaboration with experienced dentists and specialized training, suggest avenues for strategic career planning as discussed elsewhere [46]. Finally, threats were also searched in our study, with the overall political situation in the area being a significant factor for decision making for students, as also addressed elsewhere [47].

Senior dental students, as revealed by the literature and our study, prioritize attributes beyond goal setting in their hierarchy of decision-making factors [48]. Notably, characteristics such as persistence, ethics, respect, industriousness, organization, patience, and loyalty take precedence over goal setting in their considerations. This inclination suggests that senior dental students place substantial value on personal qualities and ethical principles when making professional decisions. While goal setting is acknowledged as a valuable aspect, its prioritization appears to be lower compared to these character-based attributes. Therefore, enabling senior dental students in effective professional decision-making involves fostering and emphasizing the cultivation of these ethical and character-driven qualities. This aligns with the notion that the decision-making process goes beyond merely setting goals and underscores the significance of a holistic approach that incorporates personal values and ethical considerations [49,50,51]. The identified factors encompass not only the personal attributes but also the importance of enhancing a classroom environment that encourages mastery goals and offers students opportunities to set their own goals. Additionally, accompanying goal setting with related steps such as planning, self-evaluation, feedback, and reflection emerges as crucial for a comprehensive decision-making process [52,53,54,55]. As Schunk [56] suggested “By themselves, goals do not automatically enhance learning and motivation.”

While the study offers valuable insights, it is essential to acknowledge certain limitations too. The non-significant association of certain variables, like economic instability and gender, underscores the complexity of career decision-making, potentially influenced by factors beyond those examined in this study [47,48]. Also, conducted solely in one institution, this study may not fully capture the perspectives, threats, and opportunities of all dental students. Additionally, while SWOT analysis offers simplicity, it might oversimplify career decision-making processes [2,21,46]. Subjective judgments and desirability bias could further affect the accuracy of self-reported data, moving responses towards societal expectations [57]. We should also consider the possibility that participants may present their choices favorably, masking uncertainties [58]. Despite providing a snapshot, the static nature of SWOT and a limited questionnaire time constrain a comprehensive understanding of evolving career trajectories. Future research should employ longitudinal designs and broader participant samples to address these limitations, enhancing the validity of findings [59]. Triangulating data sources could further improve validity in similar studies [60].

In summary, the SWOT framework proves a valuable tool in guiding senior dental students through strategic planning, aligning strengths with opportunities, and proactively addressing weaknesses and threats [61,62]. As Mary Renault suggests, it is crucial to prepare for anticipated challenges to avoid unforeseen shocks [63]. Thus, integrating educational approaches that foster a growth and evolutionary mindset among dental students is imperative. This includes creating a learning environment that promotes self-awareness, values mistakes as opportunities for growth, and instills personal responsibility [64,65]. Strategies like feedback-rich assessments, reflective exercises, and mentorship programs can nurture this mindset, preparing future dentists for success in dynamic healthcare environments [63,66].