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Understanding Stress in Undergraduate Dental Education Through Student Perspectives: A Mixed-Methods Study
Clinton Choy1, Edward Kuswanto1, Joshua Lau1
1School of Dentistry, The University of Queensland, Herston, Queensland, Australia.
Summary
Dental students face significant stress, especially during clinical training. Improving clinical supervision and feedback can enhance student wellbeing and learning.
Area of Science:
- Medical Education
- Dental Education
- Student Wellbeing
Background:
- Dental students report high stress levels impacting wellbeing and performance.
- Limited research explores student perspectives on stress and educational practices using mixed methods.
Purpose of the Study:
- To investigate stress levels and contributing factors among undergraduate dental students.
- To explore students' satisfaction with educational practices and its relation to stress.
- To understand student perspectives on stress using a mixed-methods approach.
Main Methods:
- A mixed-methods cross-sectional study involving third- to fifth-year dental students.
- Validated questionnaires assessed sociodemographics, stress sources, and satisfaction with educational practices.
- Quantitative data analyzed with non-parametric tests; qualitative free-text responses analyzed via in vivo coding.
Main Results:
- Eighty students participated (62% response rate).
- Key stressors included examinations, complex treatment plans, and fear of patient errors.
- Higher stress correlated with lower satisfaction with educational practices (ρ = -0.26, p = 0.02).
Conclusions:
- Undergraduate dental students experience significant stress, particularly during clinical training.
- Clinical supervision and feedback are crucial institutional factors influencing student stress and educational experiences.
- Addressing clinical supervision and feedback can improve student wellbeing and the learning environment.
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