Introduction The evolution of the pandemic has generated a crisis in all areas, also including the faculties of dentistry. We detail how the teaching guides for clinical subjects have been adapted in the Department of Clinical Dentistry at the Universidad Europea of Madrid, moving to a 100% online environment. Usual development of clinical practices in the DDS degree of UEM Students in the fourth and fifth year of DDS degree take the courses “Introduction to Clinical Practice” and “Supervised Practice.” Within the framework of continuous assessment, different systems and procedures are used to evaluate knowledge, skills or competences. Curricular adaptation during the period of the COVID‐19 pandemic It was necessary to adapt the practical contents to virtual contents. 35% of the course (12 weeks) was adapted to a 100% online environment. Several activities were carried out that could be evaluated in real time, including lectures, clinical cases and resolution of multidisciplinary dental treatments. Development of clinical practices in health education in other institutions during the pandemic A narrative review was conducted to identify how this situation has been addressed in other institutions and countries; finding that similarly, it has been possible to establish monitoring of clinical practices in a virtual environment. An online questionnaire was conducted to the fourth and fifth year students of DDS degree to stablish the acceptance of the adaptation during the pandemic. Conclusion Despite the limitations of online training for the development of clinical practice, a system has been established to ensure appropriate clinical training for undergraduate students in dentistry. Some of the developments were well accepted by the students.

IntroductionThe dentist should be able to carry out systematic oral examinations of the mucosa of patients in order to diagnose any alterations at an early stage.Materials and MethodsAn observational, analytical, prospective, and longitudinal study was carried out. 161 students were evaluated at the beginning of their clinical practice in their 4th year of dental school (September 2019), at the beginning and at the end of their 5th year of dental school (June 2021). Thirty oral lesions were projected, and the students were asked to provide an answer; if the lesions were benign, malignant, or potentially malignant, whether they should be biopsied and/or treated and a presumptive diagnosis.ResultsSignificant improvement (p < .001) was obtained between the 2019 and 2021 results, in relation to the classification, need for biopsy and treatment of lesions. For differential diagnosis, no significant difference (p = .985) was obtained between the 2019 and 2021 responses. Malignant lesions and PMD obtained mixed results, with the best results corresponding to OSCC.DiscussionIn this study, a correct lesion classification by the students was over 50%. As for the OSCC, the results were superior to the rest of the images, reaching more than 95% correct.ConclusionTheoretical‐practical training from universities and continuing education for graduates in relation to oral mucosal pathologies should be further promoted.