Pérez Leal, MartínEstornut Navarro, CristinaRosier, BobRoger Laparra, InésPellín Carcelén, AntonioSerna García, MartaCarceller Zazo, María CarmenRibera, PilarSánchez Herrera, GermánFlacco, Nicla2025-12-112025-12-112025Pérez‐Leal, M., Estornut, C., Rosier, B. T., Roger, I., Pellín‐Carcelén, A., Serna‐García, M., Carceller, M. C., Ribera, P., Sánchez‐Herrera, G., Almudever, P., & Flacco, N. (2025). Enhancing perceived relevance and motivation in microbiology: A hands‐on workshop on oral nitrate‐reducing bacteria. European Journal of Dental Education, eje.70080. https://doi.org/10.1111/eje.700801396-58831600-0579https://hdl.handle.net/11268/16601Basic science subjects such as microbiology are essential to dental education but are often perceived by students as abstract or disconnected from clinical practice, which may reduce motivation and engagement. Educational strategies based on Self-Determination Theory (SDT) and active learning can help bridge this gap by promoting autonomy, competence and relatedness. This study develops an experiential microbiology workshop focused on nitrate-reducing oral bacteria, selected for their direct relevance to oral and systemic health and their involvement in the well-characterised nitrate–nitrite–NO pathway. First-year dental students participated in a two-session intervention that included salivary nitrite measurements before and after beetroot juice intake, and culturing of oral bacteria using a colorimetric nitrate-reduction assay. A post-workshop survey assessed students' perceptions and motivation.engjournal article10.1111/eje.70080embargoed accessAprendizaje activoMétodo de enseñanzaTécnica didácticaGoal 4: Quality education