Local anaesthesia is introduced early during the practical phase of dental education. Nevertheless, many dental students report feelings of uncertainty and anxiety before their hands-on training in this skill. This research aimed to examine whether additional educational components in the instruction of local anaesthesia influence students’ self-assurance when performing it. Participants were categorized into three groups (A, B, and C). Group A followed the same instructional format used in the prior academic year, consisting of four hours of theoretical teaching and four hours of practical exercises on peers. Group B performed their practical sessions in groups of three, where each student alternated between performing, receiving, and observing the injection procedure. Group C first trained with an anatomically precise model before practicing on a fellow student. After every instructional stage, students completed a questionnaire to assess their confidence in administering local anaesthesia. A significant improvement in confidence was observed after each phase. Combining theory with hands-on practice—especially when incorporating anatomically accurate models and peer-based learning—enhanced students’ confidence in performing local anaesthesia. The highest confidence increase was recorded among students in group B, who alternated among performing, receiving, and observing.
