IntroductionWe compared the motor learning, self‐confidence whilst performing an anaesthesia technique and the perception of confidence between a group of students trained (G1) with two distinct dental anaesthesia simulation models (DASM) and a group of students (G2) not trained with DASM.Materials and methodsThe G1 students (n = 22) were trained with a learning protocol including a DASM for simulating a puncture and a DASM for simulating an injection of dental anaesthesia. The G2 students (n = 22) received no such training. Both groups performed the mental nerve block (MNB) in a clinical setting, after which the average working time (motor learning), number of times help was requested for performing the MNB (self‐confidence) and the scores of a Likert Scale questionnaire (perception of confidence) between the groups were compared with a t test.ResultsCompared with G2, the G1 students showed a shorter average working time (G1, 7:30 ± 0:54 min; G2, 9:06 ± 2:27 min; P = .017). Hence, G1 students had better motor skills. They also requested help when performing the MNB fewer times than the G2 students (G1, 2.2 ± 0.5 times; G2, 4.6 ± 1.95 times; P < .001). On the other hand, the G1 students demonstrated better perception of confidence (Likert Scale questionnaire) when performing the MNB compared with the G2 students (P = .007).ConclusionThe learning protocol with two different DASMs had a positive effect on the motor skills and the confidence of dental students performing the mental nerve block.