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Introduction: Academic integrity is fundamental in higher education, particularly in medical and dental training, where professionalism and ethical behavior are critical. However, students often face challenges in mastering proper referencing, citation practices, and academic writing. Objectives: This study evaluates the impact of an academic integrity workshop titled “Referencing Excellence: Navigating Sources and Upholding Academic Integrity in Assignment Writing” on the performance and feedback of dental students. Methods: A case study design was employed over 2 months, incorporating quantitative analyses. The study population consisted of second-year Bachelor of Dental Surgery (BDS) students. Inclusion criteria required students to have attended the workshop and submitted assignments before and after the session. A total of 30 students met these criteria. Data collection involved pre- and post-training performance assessments using a rubric-based scoring system evaluating six key variables: content, literature, knowledge, reference, evidence, and illustration. Additionally, structured surveys captured students’ feedback on the workshop’s clarity, relevance, interactivity, and applicability. Results: Statistical analysis revealed significant improvements in all six performance variables, with the most substantial gains observed in evidence-based referencing (p < 0.001). Strong correlations were identified between students’ performance outcomes and feedback regarding the workshop’s clarity, relevance, and applicability (ρ = 0.50-0.62, p < 0.05). Conclusion: This study demonstrates that structured academic integrity workshops significantly improve students’ referencing skills and overall academic writing. The findings advocate for integrating similar educational interventions into higher education curricula to promote ethical scholarship and professional development. Future research should explore larger, multi-institutional studies and the incorporation of digital tools to further support students in mastering academic integrity practices.