The aim of this study was to evaluate the effects of dental faculty‐student interactions, virtual assessment software, and associated rubrics on student performance by assessing tooth preparations generated during the students' final practical exam. The study, conducted in 2017 and 2018, compared teeth prepared for preclinical fixed prosthodontics competency exams by two subsequent classes of second‐year dental students trained using different methods. Class A was trained for nine months prior to the exam using feedback via student‐faculty interactions and conventional rubrics. Class B was trained for five and half months prior to the exam via contemporary rubrics that incorporated feedback from both faculty and virtual assessment software. Two blinded, independent, and calibrated faculty members randomly evaluated the tooth preparations and graded them as excellent, standard, or standard not met for occlusal reduction, axial/lingual reduction, contour/long axis/axial wall height, finish line location, finish line quality, and finish of the preparation. The interrater agreement was slight to fair (0.01 < Kappa < 0.4) for evaluation of preparations. The teaching method did not have a significant impact (p>0.05) on student performance for the assessed criteria. These results suggest that, with the use of virtual assessment software, a course director may be able to shorten a course and obtain the same results as a nine‐month course.