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Background The transition from upper secondary to higher education and from higher education to professional practice require that students need to adapt to new literacy practices, academic and professional. The aim of this study was to map what characterizes dental students' notetaking and secondarily what dental students express regarding their notetaking. Methods Three undergraduate dental students participated in this material-based, semi-structured interview study, that was framed within adoi:10.21203/rs.3.rs-25194/v1 fatcat:udqsnkwgffffjknohauwmdyrry