Endodontic outcomes are linked to dental students' ability to apply cognitive information to effective dental procedures. Recent studies show that students undergo rigorous dental training but struggle to apply their classroom gains in clinical practice, raising doubts about the effectiveness of current dental training. This is a retrospective analysis using students' grades and clinical competency in male and female campuses of Riyadh Elm University, Riyadh, KSA. Grades for the included students were retrieved from the administration of REU after the ethical approval. Questions and their responses related to endodontics were included in our study. Grades from the phantom lab and clinics were acquired from the relevant personnel. Students received grades at each step of the endodontic procedure, which were used in our study. Analysis revealed that the students scored significantly higher in the phantom lab and clinical procedures as compared to the theoretical part of endodontics. This trend was similar between males and females, with no significant difference (p-value >.05). Hence, it can be concluded that there is no correlation between students' theoretical knowledge and clinical/practical skills in endodontics. Therefore, the hypothesis is accepted.
