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114

J Gandhara Med Dent Sci

October - December 2026

ORIGINAL ARTICLE

How to cite this article

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EXPLORING TUTORS' PERSPECTIVES ON TUTOR PREPAREDNESS FOR STUDENT SUPPORT

AND THE CHALLENGES FACED IN DENTAL EDUCATION

Ayesha Bibi

1

, Humera Adeeb

2

, Usman Mahboob

3

, Muhammad Mateen Shahid

1

, Nowshad Asim

2

, Kajal Hayat

2

Date Submission:

07-02-2026

Date Revised:

25-08-2026

Date Acceptance:

04-09-2026

1

MHPE Scholar, Institute of Health

Professions Education & Research,

Khyber Medical University, Peshawar

3

Professor, Institute of Health

Professions Education & Research,

Khyber Medical University, Peshawar

Correspondence

2

Humera Adeeb, Assistant Professor,

Institute of Health Professions

Education & Research, Khyber

Medical University, Peshawar

+92-335-9579929

drhumera.adeeb@kmu.edu.pk

ABSTRACT

OBJECTIVES

This

study

examined

the

tutors’

perspectives

about

the

student

support

programs and the problems faced in providing eﬀective student assistance at

their dental institutions.

METHODOLOGY

This qualitative study was conducted in three dental institutions in Abbottabad,

Pakistan. Four focus group discussions (FGDs) with six participants each were

conducted to gather perceptions from 24 tutors. Participants with at least one

year of teaching experience were chosen by purposive sampling. FGDs were

guided by a semi-structured discussion proforma, and the conversations were

audio-recorded and transcribed verbatim. Thematic analysis was conducted to

ﬁnd

repeating

patterns

and

major

themes

in

the

data,

to

appropriately

represent the perspectives of the tutors. Conformability and dependability were

ensured

by

maintaining

data

trail.

The

researchers

ensured

reﬂexivity

by

explicitly expressing and intentionally keeping aside own views during data

analysis, to ensure methodological rigor.

RESULTS

Four

major

themes

emerged, tutor

preparedness

and

training

deﬁciencies,

diﬃculties

in

reconciling

clinical

and

teaching

duties,

support

and

developmental

requirements,

and

adaptability

to

technology

advancements.

Tutors understood well their academic role, but many expressed a need for

more

training

in

professionalism,

provision

of

emotional

support,

and

mentorship of students. They found it diﬃcult to maintain a balance between

hectic clinical duties with the multifaceted tutoring role, and with the use of

digital

technologies

in

teaching

due

to

lack

of

training

and

institutions

support.

CONCLUSION

Though tutors had subject expertise but deﬃciency in the tutor preparedness

for mentorship, emotional support of students, and the challenges of managing

workload

were,

partly

attributed

to

lack

of

institutional

support.

This

necessitates need for faculty development initiatives by institutions.

KEYWORDS:

Student Support, Tutor Preparedness, Tutor Perceptions, Tutor

Training

INTRODUCTION

Tutors play many important roles in dentistry education,

including providing academic and emotional assistance

to students. Tutors are not only academic mentors, but

they

also

help

students

deal

with

the

emotional

and

psychological

issues

that

come

with

the

hard

work

of

dental

training.

1,2

Dental

students

experience

considerable

stress

and

burnout,

potentially

harming

their

academic

performance

and

overall

health.

It

is

generally

known

that

medical

and

dentistry

students

have a lot of stress-related problems. Many of them say

they feel anxious, depressed, and alone while they are

studying.

3

Students generally turn to their tutors ﬁrst for

emotional

support,

advice,

and

mentorship.

3,4

Despite

the

signiﬁcance

of

this

dual

role,

many

tutors

report

feeling insuﬃciently prepared to address the emotional

support

component

of

their

responsibilities.

4

While

tutors

may

demonstrate

strong

academic

competence,

training programs frequently do not equip them with the

necessary

skills

to

provide

appropriate

emotional

and

mentorship support to learners.

5

Studies have shown that

tutors trained in emotional support and mentorship are

more adept at addressing the mental health and academic

performance-related

issues

of

students.

6,7

Therefore,

tutor training programs are required to be well-organized

and

include

emotional

intelligence

and

mentorship.

Medical

education

has

been

undergoing

remarkable

change, driven by rapid technological progress and the

steady evolution of teaching methods. It is now widely

recognized

that

educators

must

engage

in

continuous

professional

development

to

keep

pace

with

these

changes and ensure that their teaching practices remain

relevant

and

eﬀective.

8,9

Contemporary

learners,

often

Bibi A, Adeeb H, Mahboob U, Shahid

MM, Asim N, Hayat K.

Exploring

Tutors’ Perspectives on Tutor

Preparedness for Student Support and

the Challenges Faced in Dental

Education. J Gandhara Med Dent Sci.

2026;13(4): 114-119.

http://doi.org/10.37762/jgmds.13-4.864

115

J Gandhara Med Dent Sci

October - December 2026

referred

to

as

digital

natives,

are

now

immersed

in

interactive, personalized, and easily accessible learning

environments.

Modern

technologies

such

as

virtual

reality, online learning platforms, and simulation-based

training have provided new opportunities for students to

strengthen

their

clinical

competence,

reﬁne

decision-

making, and practice in safe, controlled settings. These

innovations not only enhance learning but also prepare

future

healthcare

professionals

for

the

realities

of

an

increasingly digital healthcare landscape.

8

However, this

rapid shift toward technology-integrated education has

also

brought

challenges

for

tutors.

Many

educators

report

feeling

inadequately

prepared

to

use

emerging

digital tools, largely due to limited formal training and

institutional

support.

10

The

pressure

of

adopting

new

technologies without suﬃcient guidance often leads to

stress

and

self-doubt,

leaving

tutors

frustrated

and

uncertain

about

their

abilities.

11

This

sense

of

unpreparedness

can,

in

turn,

hinder

their

capacity

to

provide both intellectual guidance and emotional support

to

students

12

Therefore,

this

study

aims

to

investigate

.

dental tutors' perspectives regarding their preparedness

to

assist

students

in

both

academic

and

non-academic

dimensions

of

their

education.

It

aims

to

comprehend

how these experiences might guide the formulation of

faculty

programs

that

augment

student

support

capabilities.

METHODOLOGY

A qualitative phenomenological approach was employed

in this study, which was conducted across three Dental

colleges in Abbottabad. Tutor preparedness as a lived

experience of feeling ready, capable, and willing to take

responsibilities

of

a

particular

role

or

situation,

while

simultaneously negotiating uncertainty, limitations, and

the

need

for

support

aligns

with

phenomenology.

The

steps of methodology are shown in ﬁgure 1.

Figure 1: Flowsheet of Research Methodology

Research approval was granted by the Advanced Studies

and

Research

Board

(DIR/KMU-AS&RB/ET/003043)

and the ethical approval was granted by Khyber Medical

University

via

reference

number

(1-

12/IHPER/MHPE/KMU/25-7).

Informed

written

consent

was

sought

from

participants

before

data

collection. FGDs was used as data collection method to

explore preparedness not only as a lived experience of

individuals but also as a socially situated and relational

phenomenon in the context of an educational institute, in

alignment

with

phenomenology.

Group

interaction

in

Exploring Tutors’

Perspectives on Tutor Preparedness for Student Support

116

J Gandhara Med Dent Sci

October - December 2026

FGD

allowed

participants

to

reﬂect

on,

compare,

challenge,

and

collectively

express

what

preparedness

meant

within their educational contexts.

13

Researchers

developed a semi-structured guide for the FGD. It was

based on a review of the existing literature and reviewed

by two educationists at medical/dental institutions. The

questions

were

designed

to

explore

how

tutors

experience and perceive their preparedness for fulﬁlling

their roles as student’s

support. Tutors employed full-

time in these institutions and involved in student support

activities for a minimum of one academic year. Tutors

who were employed on a part-time basis or as visiting

faculty

were

not

included

in

the

study.

Participants

meeting

the

inclusion

criteria

were

selected

by

a

purposive sampling technique and approached via seed

participants at the included institutes, who further helped

in

recruitment

till

four

FGDs

were

arranged,

with

six

participants in each. FGDs were audio recorded with the

participants

informed

written

consent

and

transcribed

verbatim.

The

FGDs

took

place

in

a

private

and

comfortable

setting

to

foster

free

and

honest

conversation.

Participants

data

was

collected

on

a

proforma. The primary author led the discussion with an

assistant to manage audio recordings and manage FGD

arrangements.

Thematic

analysis

was

carried

out

following

Braun

and

Clarke’s

framework.

14

Each

transcript

was

carefully

read

line

by

line

to

identify

meaningful

patterns,

ideas,

and

recurring

issues

emerging

from

the

discussions.

The

primary

author

generated

initial

codes,

that

were

independently

reviewed

by

the

corresponding

author

and

discussed

with

co-authors.

Diﬀerences

among

authors

were

resolved through reﬂexive discussion and reference back

to the transcripts. Using an inductive approach, initial

codes were generated from text, phrases or sentences that

captured key concepts related to the study’s objectives.

These codes were then compared, grouped, and reﬁned

into

broader

subthemes

and

overarching

themes

that

reﬂected

shared

ideas

and

experiences

among

participants. In the ﬁnal stage, the themes were reviewed

by authors and refined to ensure accurate representation

of tutors’ perspectives. Direct quotations were included

to support each theme, chosen for their clarity and ability

to

convey

the

collective

sentiments

of

the

group.

To

maintain the rigor and credibility of the ﬁndings, Lincoln

and

Guba’s

quality

assurance

criteria

were

employed,

including

peer

debrieﬁng,

reﬂexivity,

and

expert

validation.

15

Peer debrieﬁng was carried out during the

analysis

phase,

where

emerging

themes

and

interpretations

were

shared

with

colleagues

to

assess

their consistency and trustworthiness. Throughout data

collection

and

analysis,

a

reﬂexive

journal

was

kept

documenting the researcher’s reﬂections, assumptions,

and

potential

biases

that

might

have

inﬂuenced

the

interpretation

of

data.

Additionally,

an

expert

in

qualitative

research

independently

reviewed

the

preliminary

themes

and

provided

feedback

on

their

coherence

and

alignment

with

the

data.

This

iterative

process

ensured

that

the

ﬁnal

themes

were

not

only

credible and dependable but also provided an authentic

representation

of

the

tutors’

experiences

and

perspectives within dental education.

RESULTS

Table

1

and

2

presents

characteristics

of

the

study

participants.

Majority

of

the

study

participants

were

female 15 (62.5%) tutors. The

mean age

was 38.54 ±

6.36 years, with a median of 38.00 (33.0- 44.75) years.

The average experience

was 9.25 ± 4.86 years

with a

median of 8.50 (5.0 – 14.0) years.

Table 1: Characteristics of the Study Participants

Characteristics

n (%age)

Gender

Female

15 (62.5%)

Male

09 (37.5%)

Age (years)

Mean ± SD

38.54 ± 6.36

Median

38

Experience (Years)

Mean ± SD

9.25 ± 4.86

Median

8.50

Thematic

analysis

revealed

four

themes

with

two

subthemes under each as shown in the ﬁgure 2

Figure 2: Themes and Subthemes Inducted from Data

As shown in the above ﬁgure, four themes emerged from

the analysis: (1) Tutor Preparedness and Training Gaps,

(2) Challenges in Tutoring Dynamics, (3) Support and

Development

Needs,

and

(4)

Adaptation

to

Technological

and

Educational

Changes.

The

table

2

shows the codes under each theme with representative

quotes.

.

Exploring Tutors’

Perspectives on Tutor Preparedness for Student Support

117

J Gandhara Med Dent Sci

October - December 2026

Table 2: Table of Themes, Codes and Related Quotes Derived

from the Thematic Analysis

Themes and Codes

Representative Quotes

Theme

1:

Tutor

Preparedness

and Training Gaps

Codes:



Unprepared

for

emotional

support



No

formal

training

in

mentorship

Self-directed learning



Lack

of

training

for

professionalism challenges



Need

for

structured

workshops

“I

haven’t

received

any

formal

training

speciﬁcally

for

handling

student-related

challenges in professionalism

and

emotional

support.”

–

(P7-FGD 2)

"I didn’t feel prepared at ﬁrst,

though

I

was

academically

strong, but when it comes to

emotional

support,

I

felt

unprepared." – (P4-FGD 1)

Theme

2.

Challenges

in

Tutoring Dynamics

Codes:



Balancing

theory

and

practice



Managing time/resources



Adapting

to

student

learning styles



Communication barriers



Constructive

feedback

challenges

"It’s

really

challenging

to

balance

the

theory

and

practical

applications

together."- (P5-FGD 1)

“Managing

time

and

resources

has

always

been

challenging.

I

want

to

give

more

time

to

students,

but

clinical work takes priority.”

– (P9-FGD 2)

Theme

3.

Support

and

Development Needs

Codes:



Desire

for

structured

curriculum



Mentorship networks



Stress

management

systems



Workload

management

support



Difﬁculty

in

managing

distressed students



Emotional

burnout

in

students



Uncertainty

in

handling

mental health issues

"Having

structured

training

in

mentorship,

communication

skills

and

student

well-being

would

be

beneficial

for

my

role

as

a

tutor." – (P13-FGD 3)

“We

need

more

than

just

subject

expertise—we

need

training that helps us manage

student

stress,

engage

in

mentorship,

and

integrate

well-being

into

our

teaching.” – (P18-FGD 3

)

"There

should

be

structured

curriculum

and

teaching

materials,

mentorship

and

support

networks."

–

(P18-

FGD 3)

Theme

4.

Adapting

to

Educational Change

Codes:



Effort required to adapt



Lack of hands-on practice



Need

for

institutional

support for tech use

"I

feel

more

conﬁdent

while

integrating

these

(new

tools

and

technologies)

into

my

teaching, but

I don’t

always

understand

the

use."

–

(P8-

FGD 2)

“I feel conﬁdent adapting to

new educational needs, but I

think it takes more eﬀort than

I’m

given

support

for.”

–

(P21-FGD 4)

1.Tutor

Preparedness

and

Training

Gaps

Tutors stated their academic knowledge as adequate but

expressed need for training on how to provide emotional

support, and mentor others. Tutors mentioned lack of any

oﬃcial,

structured

training

in

the

non-academic

requirements of their role, citing lack of conﬁdence in

observing

symptoms

of

stress

and

provide

emotional

support. This is represented in participants quotes as in

theme 1, table-2. The participants emphasized the need

for structured training programs that focus on acquiring

professionalism, emotional intelligence, and mentorship

skills, as lack of such skills made it harder for them to

provide

support

to

students.

2.Challenges

in

Tutoring

Dynamics

It

was

frequently

expressed

by

participants

that

balancing

clinical

and

academic

tasks

with

was

challenging time management, leaving limited time for

interaction with students. Individual support to students

was

diﬃcult

in

the

given

context

despite

desire

to

allocate

in

more

time

for

such

interaction.

This

is

reﬂected

in

participants

words

as

shown

in

theme

2,

table-2.

This

reﬂects

participants

willingness

to

be

trained

and

available

in

providing

support to

learners,

along with balancing dual roles of service provision and

academics. participants emphasized that allocating more

protected

time

for

educational

activities

would

help

tutors

focus

more

on

student

well-being

along

with

effective

teaching.

3.Support

and

Development

Needs

Necessity

for

organized

support

training,

including

mentorship

networks

and

stress

identiﬁcation

and

providing support, to enhance tutor’s ability to provide

support

were

frequently

expressed.

The

participants

commonly

agreed

that

there

were

not

any

oﬃcial

structures to support them

in acquiring and enhancing

their

competency

in

this

domain.

Participants

stressed

for

organized

professional

development

opportunities

that

include

both

academic

and

non-academic

skills

required

for

teaching.

This

is

represented

in

words of

participants as in table-2. Institutional management to

optimize workload will optimize tutors’ availability for

non-academic

support. The participants expressed

that

giving

more

protected

time

for

educational

activities

would help tutors focus more on student well-being as

well. This is reﬂected in participants' words in theme-3,

table-2.

4.Adaptation

to

Technological

and

Educational

Changes

Participants expressed interest in the use of the modern

educational technologies, but many were not ready to use

digital tools in their teaching meaningfully due to lack of

enough support or training

from their

institutes. This

made

it

hard

to

keep

up

with

the

growing

usage

of

technology in education. Participants expressed a need

for more help on how to use e-learning tools and virtual

platforms not only in their lessons but extending support

to learners in academic and non-academic domains. This

expressed need is reﬂected in the words of participants

as in theme 4, table-4.

Exploring Tutors’

Perspectives on Tutor Preparedness for Student Support

118

J Gandhara Med Dent Sci

October - December 2026

DISCUSSION

This study examines the perceptions of tutors about their

preparedness to oﬀer student support, emphasizing their

intellectual, emotional, and mentorship responsibilities.

Participants

in

this

study

reported

a

lack

of

suﬃcient

preparation for the emotional and psychological support

required

by

their

students.

Substantial

deﬁciencies

in

tutor

training,

diﬃculties

in

reconciling

clinical

and

educational responsibilities, and a pronounced need for

better organized support systems were uncovered. Our

results

align

with

published

literature

indicating

that

dental

tutors

frequently

receive

inadequate

training

in

non-academic domains of their responsibilities as tutors,

including emotional support and mentorship.

16,17

Lack of

training in

professionalism in

providing

non-academic

support,

emotional

support,

and

mentoring

is

being

provided to the tutors, making it hard for them to help

students

with

their

mental

and

emotional

health

problems.

2

This

ﬁnding

is

similar

to

those

of

other

research

that

stress

the

need

to

include

emotional

intelligence

and

mentorship

in

tutor

training

programs.

11,18

Well-prepared

and

well-equipped

tutors

are capable of both intellectual and emotional support,

helping

them

manoeuvre

emotional

situations

of

students

and

help

in

keeping

them

focused

more

on

learning.

19

Homberg et al. also validate this view about

tutors’

preparedness.

17

Literature

indicates

that

tutors

trained in mentorship and student well-being are more

inclined to cultivate a positive learning environment and

facilitate

students'

academic

and

personal

success.

20

There

is

a

substantial

clinical

obligation

on

tutors

reducing

their

ability

to

dedicate

adequate

time

to

oﬀering individualized help to students. This problem is

not

unique

to

participants

of

this

study;

medical

educators

all

around

the

world

have

to

deal

with

balancing clinical obligations, academic responsibilities,

research

work,

and

administrative

activities.

21,22

This

overburden leads to stress and exhaustion among tutors,

therefore impairing their capacity to adequately support

learners.

23,24

Studies

has

reported

pronounced

need

among tutors for institutional measures that would allow

them more time for academic role and student’s support,

facilitating

enhanced

interaction

with

students.

25

Well

supported

tutors

are

more

inclined

to

be

eﬀective

in

navigating students through the intricacies of education

and wellbeing.

12,26

Although the participants of this study

did not feel prepared confident to use recent technologies

in

their

academic

role

as

it

will

create

eﬃciency

and

more space for non-academic support to learners. This is

part

of

a

bigger

trend

in

dental

education,

where

the

quick use of digital resources like e-learning platforms,

simulation-based

learning,

and

virtual

classrooms

has

surpassed

the

training

given

to

teachers.

27

Need

was

expressed

for

speciﬁc

training

in

digital

education

technologies

to

keep

pace

with

changing

needs

of

learners as well.

A signiﬁcant impediment to this was

lack of institutional support in terms of funding and time

allocation for professional training of tutors. Tutors who

receive adequate training in educational technologies are

often more eﬀective in engaging students and improving

learning outcomes along with individual support.

10

This

highlights the importance of institutional commitment to

providing

ongoing

support

and

professional

development opportunities that help educators adapt to

the evolving landscape of dental education. Participants

also described a sense of professional isolation, which

they attributed to the absence of structured mentorship

networks within their institutions, to help them navigate

their role. This gap underscores need for investment in

faculty

development

programs

that

foster

support

for

tutors.

Participants

emphasized

that

regular

training

sessions and peer forums could create valuable spaces

for tutors to exchange ideas, share experiences, and seek

guidance when facing student-related challenges.

2,3

LIMITATIONS

The purposive sampling, and FGD dynamics might have

potentially

inﬂuenced

participants

views.

Limited

institutes

representation

may

represent

institutional

dynamics

inﬂuencing

experience

of

preparedness

as

a

phenomenon

.

CONCLUSIONS

Comprehensive

and

systematic

faculty

development

programs

that

encompass

both

academic

and

non-

academic dimensions of tutoring, with an emphasis on

emotional

intelligence,

mentorship,

and

digital

competency,

to

enhance

tutors'

preparedness

for

their

dual duties is a need in dental education. Also, dedicated

time

for

teaching

and

student

support

with

reduced

clinical burden and enough institutional support in terms

of

training

on

digital

technologies

might

make

tutors

more eﬀective.\

CONFLICT OF INTEREST:

None

FUNDING SOURCES:

None

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Ayesha

Bibi

-

Concept

&

Design;

Data

Acquisition;

Data

Analysis/Interpretation; Drafting Manuscript;

Critical Revision;

Final Approval

Humera

Adeeb

-

Concept

&

Design;

Data

Acquisition;

Data

Analysis/Interpretation; Drafting Manuscript;

Critical Revision;

Supervision; Final Approval

Usman

Mahboob

-

Concept

&

Design;

Drafting

Manuscript;

Data Analysis/Interpretation;

Critical Revision;

Final Approval

Muhammad

Mateen

Shahid

-

Concept

&

Design;

Data

Acquisition; Data Analysis/Interpretation; Drafting Manuscript;

Final Approval

Nowshad

Asim

-

Concept

&

Design;

Data

Acquisition;

Data

Analysis/Interpretation;

Critical Revision;

Final Approval

Kajal Hayat

-

Concept & Design;

Data Analysis/Interpretation;

Drafting Manuscript;

Critical Revision;

Final Approval

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Exploring Tutors’

Perspectives on Tutor Preparedness for Student Support