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Introduction: Patients' understanding of their care in emergency departments, including oral medicine, is essential. To improve it, brief-intervention training programs for future health professionals concerning discharge education and health literacy appear to be essentials. This study aimed to evaluate the effects of brief-intervention training in an emergency setting on the level of self-efficacy and satisfaction of dentistry students in their last academic year. Materials and Methods: This descriptive, analytic and pre–post study aimed to evaluate dentistry students' satisfaction level and impact on self-efficacy with regard to a brief-intervention training program in an emergency setting. Results: Eighteen students were included (37.5% of the class). In a self-administered questionnaire survey, 94% of them reported being satisfied or very satisfied with the learning objectives and the choice of techniques and teaching aids used during the training. Self-efficacy scores after the training increased significantly in all questionnaire items, which include self-assessment regarding one's ability to deliver a brief educational intervention and its steps (pre: 1.2±0.071; post: 1.9±0.063; p<0.05). Discussion: Consistent with the results of previous studies concerning brief-intervention training or, more broadly, patient–caregiver communication training, our results revealed that such training helps professionals build confidence in performing tasks, including the provision of optimized care for patients. Conclusion: Incorporating this type of training in the initial training courses of dentistry students would be beneficial. Furthermore, developing a pedagogical model applicable to the oral medicine emergency service and its consultants is warranted. [ABSTRACT FROM AUTHOR]