Background: Teaching methodologies play a pivotal role in dental education by influencing knowledge acquisition, clinical competence, critical thinking, and professional development. The recent shift toward Competency-Based Dental Education (CBDE) emphasizes student-centered learning, clinical skill development, interdisciplinary integration, and real-world practice preparedness. Understanding dental interns' perceptions of various teaching and learning methods is essential for identifying educational strategies that support competency development and curriculum reform.

Aim: To evaluate the preferences and perceptions of dental interns regarding the effectiveness of newer teaching and learning methods in Competency-Based Dental Education.

Materials and Methods: A cross-sectional questionnaire-based study was conducted among 100 dental interns at KVG Dental College using convenience sampling. Data were collected using a self-administered structured questionnaire comprising demographic details and perceptions regarding traditional lectures, case-based learning, clinical demonstrations, audiovisual aids, simulation-based learning, microteaching, blended learning, and online teaching methodologies. The questionnaire also assessed opinions regarding competency-based learning, clinical exposure, internship training, and the integration of modern educational technologies. Data were analyzed using descriptive and inferential statistics, and a p-value of <0.05 was considered statistically significant.

Results: The majority of interns preferred interactive and clinically oriented teaching methods over traditional lecture-based instruction. Clinical and case-based interactive learning emerged as the most preferred methodology (58%), followed by blended learning (32%). Most respondents considered audiovisual aids (88%), quizzes (90%), clinical demonstrations, live patient interactions, and simulation-based training to be effective learning tools. A substantial proportion favored shorter lecture durations and supported online teaching for theoretical subjects. Interns also emphasized the importance of increased clinical exposure, competency-based assessment, interdisciplinary teaching, structured internship training, and the incorporation of digital technologies into the curriculum. Inferential analysis demonstrated a significant association between teaching methodology and learning motivation (χ² = 12.64, p = 0.021), as well as between interactive teaching methods and reduced academic stress (χ² = 15.28, p = 0.008).