Educational Approach: Application of SWOT Analysis for Assessing Entrepreneurial Goals in Senior Dental Students

Abstract

The SWOT (strengths, weaknesses, opportunities, and threats) analysis is a framework used to evaluate a company’s competitive position and to develop strategic planning. In the competitive dental sector, it can aid dentists in identifying and analyzing internal strengths and weaknesses, as well as external opportunities and threats. This study focuses on senior dental students of the Department of Dentistry at the National and Kapodistrian University of Athens, Greece, aiming to scrutinize their use of SWOT analysis and assess its application as a tool for evaluating entrepreneurial goals and making career decisions in dental entrepreneurship. The research sample comprises 116 senior dental students (N1) in the final undergraduate year of their dental education, with data collection accomplished through the administration of an e-questionnaire during the obligatory course of “Organization and management of dental practices” in December 2023. The data extracted from the SWOT analysis encompass internal and external factors, gender distinctions, and outcomes derived from Stepwise Binary Logistic Regression concerning predictor markers. The results from the SWOT analysis of 114 valid questionnaires (N2), revealed that participants identified communication skills (50%) and organization skills (49.10%) as their primary strengths, followed by favorable personal traits contributing to goal success (36%). Weaknesses predominantly centered around emotional and personal traits like anxiety (41.20%) and other characteristics, alongside practical challenges such as lack of initial capital (24.60%). Main opportunities included collaboration with experienced dentists (33.30%) and access to training programs (27.20%), while economic instability in Greece (77.20%) and the saturated dentist profession (26.30%) were perceived as significant threats. Gender differences were notable, with female dentists more likely to report organization skills as a strength and anxiety as a weakness. Values such as industriousness, persistence, and ethics were commonly shared, with actions focusing on training programs (57.9%) and gaining experience with experienced dentists (29.8%). Cluster analysis identified two subgroups, with one emphasizing utilizing all available options (n = 49) and the other prioritizing on gaining professional skills and experience (n = 65). Logistic regression indicated that participants valuing industriousness were less likely to explore all available options, while those recognizing personal traits were more likely to do so. The study’s outcomes highlight key predictor factors linked to a proactive orientation in career decision-making among senior dental students. These insights offer valuable implications for educational institutions and career counselors.

Full text

Citation: Antoniadou, M.;
Kanellopoulou, A. Educational
Approach: Application of SWOT
Analysis for Assessing
Entrepreneurial Goals in Senior
Dental Students. Eur. J. Investig.
Health Psychol. Educ. 2024,14, 753–766.
https://doi.org/10.3390/
ejihpe14030049
Academic Editor: Julio C. de la
Torre-Montero
Received: 21 December 2023
Revised: 12 March 2024
Accepted: 19 March 2024
Published: 20 March 2024
Copyright: © 2024 by the authors.
Licensee MDPI, Basel, Switzerland.
This article is an open access article
distributed under the terms and
conditions of the Creative Commons
Attribution (CC BY) license (https://
creativecommons.org/licenses/by/
4.0/).
Article
Educational Approach: Application of SWOT Analysis for
Assessing Entrepreneurial Goals in Senior Dental Students
Maria Antoniadou 1, 2, * and Antonia Kanellopoulou 1
1Department of Dentistry, School of Health Sciences, National and Kapodistrian University of Athens,
11527 Athens, Greece; akanel@dent.uoa.gr
2Certified Systemic Analyst Professional, Executive Mastering Program in Systemic Management,
University of Piraeus, 18451 Piraeus, Greece
*Correspondence: mantonia@dent.uoa.gr; Tel.: +30-6944342546
Abstract: The SWOT (strengths, weaknesses, opportunities, and threats) analysis is a framework used
to evaluate a company’s competitive position and to develop strategic planning. In the competitive
dental sector, it can aid dentists in identifying and analyzing internal strengths and weaknesses,
as well as external opportunities and threats. This study focuses on senior dental students of the
Department of Dentistry at the National and Kapodistrian University of Athens, Greece, aiming to
scrutinize their use of SWOT analysis and assess its application as a tool for evaluating entrepreneurial
goals and making career decisions in dental entrepreneurship. The research sample comprises
116 senior dental students (N1) in the final undergraduate year of their dental education, with data
collection accomplished through the administration of an e-questionnaire during the obligatory
course of “Organization and management of dental practices” in December 2023. The data extracted
from the SWOT analysis encompass internal and external factors, gender distinctions, and outcomes
derived from Stepwise Binary Logistic Regression concerning predictor markers. The results from the
SWOT analysis of 114 valid questionnaires (N2), revealed that participants identified communication
skills (50%) and organization skills (49.10%) as their primary strengths, followed by favorable personal
traits contributing to goal success (36%). Weaknesses predominantly centered around emotional and
personal traits like anxiety (41.20%) and other characteristics, alongside practical challenges such as
lack of initial capital (24.60%). Main opportunities included collaboration with experienced dentists
(33.30%) and access to training programs (27.20%), while economic instability in Greece (77.20%) and
the saturated dentist profession (26.30%) were perceived as significant threats. Gender differences
were notable, with female dentists more likely to report organization skills as a strength and anxiety
as a weakness. Values such as industriousness, persistence, and ethics were commonly shared, with
actions focusing on training programs (57.9%) and gaining experience with experienced dentists
(29.8%). Cluster analysis identified two subgroups, with one emphasizing utilizing all available
options (n= 49) and the other prioritizing on gaining professional skills and experience (n= 65).
Logistic regression indicated that participants valuing industriousness were less likely to explore
all available options, while those recognizing personal traits were more likely to do so. The study’s
outcomes highlight key predictor factors linked to a proactive orientation in career decision-making
among senior dental students. These insights offer valuable implications for educational institutions
and career counselors.
Keywords: SWOT analysis; competitive healthcare sector; senior dental students; dentists; internal
strengths; eaknesses; external opportunities and threats; educational tool; career decision-making;
dental entrepreneurship; career outcomes; career counselors
1. Introduction
In the dynamic landscape of the healthcare industry, where market demands, tech-
nological advancements, regulatory changes, and patient expectations constantly evolve,
Eur. J. Investig. Health Psychol. Educ. 2024,14, 753–766. https://doi.org/10.3390/ejihpe14030049 https://www.mdpi.com/journal/ejihpe

Eur. J. Investig. Health Psychol. Educ. 2024,14 754
strategic planning and decision-making are pivotal for success [
1
–
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 den-
tal 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 en-
gage 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 effec-
tively. 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 den-
tistry [
7
–
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 Den-
tistry, National and Kapodistrian University of Athens, Greece. Emphasis is then placed on
evaluating their preparedness to initiate independent dental practices shortly after gradu-
ation, 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.
2. Materials and Methods
2.1. Sample of the Study
The study sample consisted of 116 senior dental students (N1 = 116), all currently
enrolled in the Department of Dentistry at the National and Kapodistrian University of
Athens, Greece, and actively engaged in the “Organization and management of dental

Eur. J. Investig. Health Psychol. Educ. 2024,14 755
practices” course for the academic year 2023–2024. The course is an integral component of
the dental curriculum, occurring during the ninth semester of their undergraduate studies.
These participants are in the final stages of their dental education, nearing completion
of their academic requirements and preparing for graduation. All 116 senior students
(43 male, 73 female) on the course were asked to participate.
2.2. Ethics Statement
This research adheres to the principles of ethical conduct in research involving human
subjects and is conducted in accordance with the guidelines outlined in the Declaration
of Helsinki. The study received ethical approval from the Institutional Review Board
(IRB) of the department of Dentistry, National and Kapodistrian University of Athens,
Greece, concerning inquiries conducted as part of the course, with one of the authors
of the present study assuming responsibility for the course for the academic year 2023–
2024 (618-20/12/2023). Participants were fully informed about the nature, purpose, and
procedures of the research before their involvement and were also introduced to the SWOT
tool during the consecutive seminar where thorough discussion on all parts of the tool was
followed. They had also received a detailed written and verbal explanation of the study
and the SWOT tool and were provided with an informed consent form outlining their
voluntary participation, the potential risks and benefits of involvement, the confidentiality
of their data, the right to withdraw from the study at any time without consequence and the
absence of rewards. Completing and submitting the questionnaire served as confirmation
of the participant’s willingness to take part in the study. Strict confidentiality measures
were in place, ensuring the anonymity of participants and that personal information will
not be referenced or published.
2.3. Methods
This research adopts a questionnaire-based approach, a method commonly employed
in healthcare studies for data collection on relevant themes, as evidenced by previous
works [
12
]. The questionnaire was uploaded to Google Forms, providing students with a
QR code for convenient access during completion via their smartphones during the ninety
minutes long relevant seminar of the course. Instructions for completion were addressed in
the preface of the form (Appendix A).
The questionnaire of the study is structured into basically two parts (Appendix B):
Part A had a question on the gender of participants (Q1) and Part B explored participants’
perspectives on establishing their own dental practice (Q2–Q8). More specifically, Q2–Q5
were open-ended, to allow students to provide as much detail as they wished in their
responses and addressed strengths, weaknesses, opportunities, and threats of the students
on their future dental entrepreneurship as suggested using SWOT analysis. Questions Q6
and Q7 were given even more interest on personal values and actions that students could
incorporate to proceed to business after graduation (within the next three years). This
approach was based on studies exploring the association between values and personality
traits, suggesting how character strengths can be viewed as manifestations or expressions of
underlying values. More precisely, it is reported that certain values, for example, gratitude
and self-transcendence, align with specific personality traits, potentially shedding light
on how individuals’ value systems contribute to the formation and expression of their
personalities and to what they consider as their weaknesses or strengths [
13
,
14
]. Finally,
question Q8 reported on the ease of applicability of the tool.
All questions were also obligatory to submit the form. The study employed quanti-
tative analysis to scrutinize the qualitative responses gathered from Part B, focusing on
the professional outlook of senior dental students. Qualitative methodologies like the one
used in this study are reported to enhance the depth and richness of research findings in
the healthcare field [
15
], especially dentistry [
16
]. The estimated time for participants to
complete the questionnaire was 16–25 min.

Eur. J. Investig. Health Psychol. Educ. 2024,14 756
2.4. Statistical Analysis
The data collected from the SWOT analysis were analyzed with the statistical package
IBM SPSS v. 28. Respondents’ short answers in the open-ended questions of SWOT
components (strengths, weaknesses, opportunities, threats, values, and actions) were
analyzed thematically and absolute and relative frequencies (n, %) were reported per theme
and SWOT component. Since the respondents did not respond with complete sentences but
answered briefly, we used the adjectives and nouns that they have mentioned to form the
categories. Their statements were clearly stated, and there were not such deep meanings
that caused disagreements among analysts who both agreed in the categories setting.
Then, chi-square tests of independence were performed with the Fisher exact test
correction when needed, to address potential differences between genders. To provide an
overview of new dentists’ profiles in terms of their actions to achieve their goal, Two-Step
cluster analysis was implemented with the various reported actions as predictors, extracting
two subgroups [
17
]. To detect the most influential factors that separate the dentists’ action
profiles, binary logistic regression analysis with stepwise backward elimination [
18
] was
performed, with the dependent variable being the action clusters and the independent
variables being the themes extracted from the SWOT components.
3. Results
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 industri-
ous 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].
In terms of strengths, participants indicated mostly their communication skills (50%
of participants) and organization skills (49.10%), followed by their favorable personal
traits that would help them succeed in their goal (36%), such as persistence, patience,
attention to detail, consistency, decisiveness, and critical thinking. Knowledge in their field
(26.30%), industriousness (24.60%) and practical/clinical skills (17.50%) were also reported
as strengths.
Interestingly, when asked about weaknesses, participants focused on emotional and
personal traits such as anxiety (41.20%) and other personal characteristics (30.70%), (i.e.,
short-temper, lack of patience, indecisiveness), followed by lack of initial capital (24.60%),
organization difficulties (16.70%), lack of experience compared to other dentists (14.00%)
and perfectionism (10.50%). The main opportunities were considered as the possibility of
collaboration with experienced dentists in dental practice (33.30%), access to training and
specialization programs (27.20%), support from dentists or other physicians in the family
(11.40%) and the opportunity to work as an intern in other dental offices to gain experience
before opening their own practice (10.50%). The most important threats were described as
the economic instability in Greece for the last 15 years (77.20%), the saturated profession of
dentists in the country (26.30%), the high initial capital required for the equipment of the
dental practice (23.70%), taxation rates in Greece (14.00%) and political instability in the
Mediterranean region (13.20%).
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,

Eur. J. Investig. Health Psychol. Educ. 2024,14 757
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.
Table 1. SWOT chart of the data provided by the sample (N= 114).
SWOT Results
Strengths
•Communication skills (50.00%)
•Organization skills (49.10%)
•Personal traits 1(36.00%)
•Knowledge (26.30%)
•Industriousness (24.60%)
•Practical skills (17.50%)
Weaknesses
•Anxiety (41.20%)
•Personal traits 2(30.70%)
•Lack of capital (24.60%)
•Organization difficulties (16.70%)
•Lack of experience (14.00%)
•Perfectionism (10.50%)
Other: Oversensitivity (7.90%), Fear of failure
(7.00%), Lack of confidence (7.00%), Lack of
extended social circle (5.30%), Financial
management difficulties (5.30%)
Opportunities
•Collaboration with experienced dentists
in dental practice (33.30%)
•Training/Specialization (27.20%)
•Dentists/Physicians in the family
(11.40%)
•Work as an intern (10.50%)
Other: Financial support from family (7.90%),
Extended social circle (7.00%), Increased
demand for dentists (6.10%), Digital dentistry
(4.40%), Retirement of dentists (3.50%), Dental
tourism (0.90%)
Threats
•Economic instability (77.20%)
•Saturated profession (26.30%)
•High initial capital required (23.70%)
•Taxation (14.00%)
•Political instability (13.20%)
Other: COVID-19 pandemic (5.30%),
Bureaucracy (4.40%)
1
: persistence, patience, attention to detail, consistency, decisiveness, critical thinking;
2
: short-tempered, impatient,
over-patient, indecisive.
Table 2. Gender differences for the SWOT analysis components.
Total (N= 114) Gender
Male (n= 43) Female (n= 71)
n % N % N %
Strengths
Industriousness 28 24.6% 10 a23.3% 18 a25.4%
Organization skills 56 49.1% 14 a32.6% 42 b59.2%
Knowledge 30 26.3% 17 a39.5% 13 b18.3%
Communication skills 57 50.0% 22 a51.2% 35 a49.3%
Practical skills 20 17.5% 10 a23.3% 10 a14.1%
Personal traits 138 33.3% 12 a27.9% 26 a36.6%
Weaknesses
Anxiety 47 41.2% 12 a27.9% 35 b49.3%
Personal traits 235 30.7% 14 a32.6% 21 a29.6%
Lack of initial capital 28 24.6% 10 a23.3% 18 a25.4%
Organization difficulties 19 16.7% 9 a20.9% 10 a14.1%

Eur. J. Investig. Health Psychol. Educ. 2024,14 758
Table 2. Cont.
Total (N= 114) Gender
Male (n= 43) Female (n= 71)
n % N % N %
Lack of experience or clinical skills 16 14.0% 9 a20.9% 7 a9.9%
Perfectionism 12 10.5% 7 a16.3% 5 a7.0%
Opportunities
Collaboration with experienced
dentists in dental practice 38 33.3% 18 a41.9% 20 a28.2%
Training/Specialization 31 27.2% 6 a14.0% 25 b35.2%
Dentists/Physicians in the family 13 11.4% 9 a20.9% 4 b5.6%
Work as an intern 12 10.5% 3 a7.0% 9 a12.7%
Threats
Economic instability 88 77.2% 27 a62.8% 61 b85.9%
Saturated profession 30 26.3% 15 a34.9% 15 a21.1%
High initial capital 27 23.7% 8 a18.6% 19 a26.8%
Taxation 16 14.0% 11 a25.6% 5 b7.0%
Political instability 15 13.2% 3 a7.0% 12 a16.9%
1
persistence, patience, attention to detail, consistency, decisiveness, critical thinking;
2
short-tempered, impatient,
over-patient, indecisive. Note: Values in the same row not sharing the same subscript are significantly different at
p< 0.05. Cells with no subscript are not included in the test. a,b: significant differences.
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.
Table 3. Gender differences in values and actions reported by the sample.
Total Sex
Male Female
n % N % n %
Values
Industriousness 28 24.6% 11 a25.6% 17 a23.9%
Persistence 40 35.1% 17 a39.5% 23 a32.4%
Patience 25 21.9% 9 a20.9% 16 a22.5%
Ethics/Respect 33 28.9% 13 a30.2% 20 a28.2%
Faith 15 13.2% 6 a14.0% 9 a12.7%
Organization 25 21.9% 10 a23.3% 15 a21.1%
Goal setting 13 11.4% 4 a9.3% 9 a12.7%
Actions
Training/Seminars 66 57.9% 20 a46.5% 46 a64.8%
Gaining experience 34 29.8% 14 a32.6% 20 a28.2%
Participate in Scientific Conferences 19 16.7% 3 a7.0% 16 b22.5%
Postgraduate studies 17 14.9% 5 a11.6% 12 a16.9%
Marketing 13 11.4% 6 a14.0% 7 a9.9%
Note: Values in the same row not sharing the same subscript are significantly different at p< 0.05. Cells with no
subscript are not included in the test.
Actions were utilized in two-step cluster analysis and provided two subgroups (silhou-
ette 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

Eur. J. Investig. Health Psychol. Educ. 2024,14 759
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.
Table 4. Two Step Cluster Analysis results for action profiles.
Predictors
Action Clusters
1
Taking Advantage of
All Available Options
(n= 49)
2
Focus on
Professional Experience
(n= 65)
N % n %
Training/Seminars 27 55.1% 39 60.0%
Gaining experience 10 20.4% 24 36.9%
Participate in Scientific Conferences 19 38.8% 0 0.0%
Postgraduate studies 17 34.7% 0 0.0%
Marketing 13 26.5% 0 0.0%
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).
Table 5. Results of Stepwise Binary Logistic Regression for the predictors of classification in cluster 1
“Taking advantage of all available options” (n= 49).
BS.E. Wald Df pOR 95% C.I.
Lower Upper
Industriousness −1.085 0.503 4.652 1 0.031 0.338 0.126 0.906
Personal traits (strengths) 1.072 0.433 6.130 1 0.013 2.922 1.250 6.828
Economic instability 0.767 0.515 2.216 1 0.137 2.152 0.784 5.905
Gender (Female vs. Male) 0.008 0.430 0.000 1 0.986 1.008 0.433 2.342
Constant −1.012 0.752 1.812 1 0.178 0.364
The predictors included in stepwise backward conditional method: Strengths: Indus-
triousness, Organization skills, Knowledge, Communication skills, Practical skills, Personal
traits. Weaknesses: Anxiety, Personal traits, Lack of initial capital, Organization difficulties,
Lack of experience or clinical skills, Perfectionism. Opportunities: Collaboration with
experienced dentists in dental practice, Training/Specialization, Dentists/Physicians in the
family, Work as an intern. Threats: Economic instability, Saturated profession, High initial
capital, Taxation, Political instability.
Finally, the use of SWOT analysis in this educational approach for senior dental
students was considered as helpful or very helpful by most of the sample (62.6%).
A schematic representation of the data is seen in Figure 1.

Eur. J. Investig. Health Psychol. Educ. 2024,14 760
Eur.J.Investig.HealthPsychol.Educ.2024,14,xFORPEERREVIEW8



Figure1.Schematicrepresentationoffactorsinfluencingmaleandfemalestudents’decisionon
dentalentrepreneurship(factorsarementionedaccordingtothehighestprevalence)(−:factoraffects
negatively,+:factoraffectspositively).
Finally,theuseofSWOTanalysisinthiseducationalapproachforseniordentalstu-
dentswasconsideredashelpfulorveryhelpfulbymostofthesample(62.6%).
4.Discussion
Personaldevelopmentplansplayapivotalroleinenhancingself-developmentand
professionaladvancement[21–25].Inthisstudy,wereportondataderivedfromtheuse
ofSWOTanalysisinassessinggoalseing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,industrious-
ness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op-
portunities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be-
tweenpersonaltraitsandtheinclinationtoexplorevariousoptionsindentalentrepre-
neurshipalignswiththeideathatunderstandingone’sstrengthscontributestoeffective
decision-makingandadaptability[27]andcorrespondstoagrowthmindset[28].Further-
more,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
Figure 1. Schematic representation of factors influencing male and female students’ decision on
dental entrepreneurship (factors are mentioned according to the highest prevalence) (
−
: factor affects
negatively, +: factor affects positively).
4. Discussion
Personal development plans play a pivotal role in enhancing self-development and
professional advancement [
21
–
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, industrious-
ness 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 per-
sonal 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 per-
ceive 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

Eur. J. Investig. Health Psychol. Educ. 2024,14 761
all opportunities for success [
35
] as seen for 43% of our participants too. An evolution-
ary 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
–
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, characteris-
tics 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 in-
volves 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
–
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. Ad-
ditionally, accompanying goal setting with related steps such as planning, self-evaluation,
feedback, and reflection emerges as crucial for a comprehensive decision-making pro-
cess [
52
–
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 limi-
tations 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 over-

Eur. J. Investig. Health Psychol. Educ. 2024,14 762
simplify 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 valid-
ity 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 edu-
cational 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].
5. Conclusions
This study examines the role of SWOT analysis for dentists in the competitive health-
care sector, focusing on senior dental students’ career decisions in dental entrepreneurship.
Participants identified communication and organization as strengths, while weaknesses
included anxiety and lack of capital. Opportunities lay in collaboration and training, while
threats were economic instability and industry saturation. Gender differences were noted,
with industriousness valued, but some students were less exploratory. The study suggests
promoting self-awareness and exploring options through targeted programs, contributing
to career development discourse.
Author Contributions: Conceptualization, M.A.; methodology, M.A.; software, M.A.; validation,
M.A. and A.K.; formal analysis, M.A.; investigation, M.A. and A.K.; resources, M.A. and A.K.; data
curation, M.A.; writing—original draft preparation, M.A. and A.K.; writing—review and editing, M.A.
and A.K.; visualization, M.A.; supervision, M.A.; project administration, M.A.; funding acquisition,
M.A. and A.K. All authors have read and agreed to the published version of the manuscript.
Funding: This research received no external funding.
Institutional Review Board Statement: The study was conducted in accordance with the Declaration
of Helsinki and approved by the Institutional Review Board (or Ethics Committee) of the Department
of Dentistry (618-20/12/2023).
Informed Consent Statement: Informed consent was obtained from all subjects involved in the study.
Data Availability Statement: Upon request.
Acknowledgments: The authors wish to thank the senior dental students of the academic year 2023–2024
for their participation in the study, and Eva Paraskevadaki for helping with the statistical analysis.
Conflicts of Interest: The authors declare no conflicts of interest.
Appendix A
Guidelines for Completion
The primary goal of this study is to contribute valuable insights to the dental education
and entrepreneurship of senior dental students. In this research, all collected data will be
treated with the utmost confidentiality, adhering to ethical guidelines and data protection
regulations. Identifiable information will be stored separately, and access will be restricted
to the research team to safeguard privacy. Any details (if any) that could potentially reveal

Eur. J. Investig. Health Psychol. Educ. 2024,14 763
participants’ identities will be anonymized or pseudonymized. Participation is entirely
voluntary, and senior dental students have the right to withdraw without penalty, ensuring
that their academic standing and relationship with the university remain unaffected.
Every effort will be made to minimize potential discomfort or inconvenience to par-
ticipants, and the study poses no risks. All research data will be securely stored digitally,
with restricted access limited to the authors. Data retention will follow ethical guidelines,
and secure disposal will occur after a specified period.
For any questions or concerns, participants are encouraged to contact the principal
investigator, or the Department of Dentistry of the National and Kapodistrian University
of Athens’ Ethics Committee.
By submitting the questionnaire of the study, senior dental students consent to their
participation and contribution in advancing knowledge on dental entrepreneurship. The
research team is committed to upholding the highest ethical standards throughout the process.
The questionnaire consists of two parts: demographics (Part A) and questions explor-
ing final-year dental students’ perspectives on their professional careers (Part B). It ensures
anonymity, and no personal data is collected. Participation is voluntary, and there are
no rewards. Students can complete the questionnaire once, implicitly accepting the rules
of personal data protection. Full confidentiality is guaranteed, and personal information
will not be mentioned in any reference or publication. Results will be used for scientific
publications. Submission implies consent, and the estimated time for completion is a
maximum of 25 min. We appreciate your cooperation. Thank you.
Appendix B
The questionnaire of the study.
Q1. What is your sex?
Q2. SWOT analysis serves as a functional tool for scrutinizing goals, problems, or
situations and formulating action plans or making informed decisions. Imagine you are
strategizing for your upcoming dental practice, either upon completing your studies or
within the next 2–3 years. To facilitate decisions aimed at realizing this goal, begin by
enumerating the strengths of the project pertinent to you personally. Please highlight the
skills and talents you currently possess or anticipate acquiring in the next three years.
This could include clinical expertise, communication skills, leadership abilities, specialized
training, or any other strengths that contribute to your success in dental practice.
Q3. Moving forward, please record the personal weaknesses you identify that may im-
pede your ability to carry out the project. This encompasses defects, weaknesses, negative
beliefs, psychological barriers, and familial or societal beliefs that may act as barriers to your
professional goals. Consider areas where you may need further development or improve-
ment, such as time management skills, clinical expertise in certain areas, communication
challenges, or any other personal limitations that could hinder your progress.
Q4. Now, please document the threats present in the environment that you consider
most important in posing a risk to your next professional steps. It is imperative to thor-
oughly consider these threats before making any decisions. This could include factors
such as economic instability, competitive pressures, regulatory changes, technological
advancements, or any other external challenges that may impact your ability to establish
and maintain a successful dental practice.
Q5. Finally, please write down the opportunities present in the environment that
could help you design your next professional steps. Consider potential avenues for growth
and development, such as emerging market trends, advancements in dental technology,
networking opportunities, community outreach programs, or any other favorable circum-
stances that could enhance your professional prospects. Identifying and capitalizing on
these opportunities will enable you to make informed decisions and maximize your chances
of success in your dental career.
Q6. Which specific personal values do you think will assist you in organizing your
next professional goal?

Eur. J. Investig. Health Psychol. Educ. 2024,14 764
Q7. Which actions do you believe will contribute to the attainment of your goal?
Q8. How beneficial was the use of the tool in designing your future professional steps?
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