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Clinical anxiety in undergraduate dental students: a cross-sectional study and global comparison
Rachappa Mallikarjuna1, Triveni Nalawade1, Amer Hamed Hameed Al Senaidi1
1Oman Dental College, Muscat, Oman.
Background:
Clinical dentistry represents the point at which students move from simulated laboratory work to treating real patients, and this transition is often accompanied by increased psychological stress.
Objectives:
The present study examined the prevalence, causes, and contributing factors of clinical anxiety among undergraduate dental students and compared the findings with international data, including reports from Oman Dental College and other countries.
Methods:
A cross-sectional study was conducted among 222 undergraduate dental students comprising Bachelor of Dental Surgery (BDS) III (n = 90), BDS IV (n = 74), and BDS V (n = 58) year students. A questionnaire-based survey was administered to students from BDS III to BDS V. Of the 222 students approached, 153 participants (response rate 68.9%) completed the modified 34-item clinical anxiety scale with a four-point Likert scale questionnaire adapted from Moss and McManus. Descriptive and comparative statistical analyses were performed using the Statistical Package for the Social Sciences (SPSS) version 27.
Results:
Moderate to severe levels of anxiety were reported by 61.3% of the students. The highest anxiety levels were associated with difficulty in meeting clinical requirements (78.4%), fear of extracting the wrong tooth (78.4%), performing endodontic procedures (61.4%), and providing incorrect treatment (65.4%). Lower levels of anxiety were observed in relation to routine examination procedures. The overall prevalence of anxiety was comparable to that reported by Oman Dental College (57.4%) and lower than figures from Pakistan (67.1%), but higher than those reported from Malaysia (52.3%).
Conclusion:
Clinical anxiety among dental students is common and comparable to international findings. The integration of simulation-based mastery learning, mentorship programs, and structured psychological preparedness modules is recommended to help students cope more effectively with clinical responsibilities and improve their overall performance.
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