Interpretative Phenomenological Analysis for the Comparison of Polish and Foreign Dentistry Students’ Concerns during the Covid-19 Pandemic

Abstract

Introduction: At the beginning of 2020, the worldwide infection of coronavirus (SARS-CoV-2) changed many aspects of human lives. The controlled lockdown was not only an obligatory lifestyle change to communities across the globe, but it was also an emotional struggle. The aim of the presented study was to identify and compare the main difficulties that final-year students (both Polish and foreigners) of Dentistry, Faculty of Medical Sciences in Zabrze Medical University of Silesia had to cope with during the first wave of the pandemic. Application of the biographical method in the form of essays written was done. Authors discussed the following issues: possible losses and benefits subjectively felt by individuals due to the COVID-19 pandemic, adaptation to online type of studying, students’ opinions regarding change of habits, and psychological impact of the lockdown. Students’ responses varied between groups in the aspect of what they considered as the biggest struggle of the pandemic time period. Adaptation to e-learning was easier for the group of foreign students. The Polish group considered it as a serious stress factor. Foreigners were much more worried about not being able to help their families in comparison to Polish students. Polish students’ fear was related to the fear of virus transmission to their older relatives. Both groups were aware of how serious the situation was and of the possible impact of lack of practical classes on their future internships. As benefits of that situation, both groups listed development of new hobbies and increased sport activities. The Polish group emphasized improvement of interpersonal bonds during the lockdown in their families. The main conclusion proved an awareness of the seriousness of the situation in which students of medical, especially dental faculties found themselves. Concerns were related to the form of further studies and the possibility of taking up employment after graduation. Polish students declared more intense concerns about e-learning and remote study than foreign-language students who were more familiar with this form of communication. A particularly valuable form of teaching for students may be increased numbers of online consultations, since even though they cannot replace practical classes, they may still be helpful in explaining doubts and simply “being there”. Encouraging young people to discover constructive benefits of the pandemic can also be one of a task-oriented strategies of help.

Prevalence of depression, anxiety and stress during the COVID-19 pandemic: a cross-sectional study among Palestinian students (10–18 years)

“…Moreover, Shepherd et al [ 22 ] found that the majority of students confirmed that their mental health had deteriorated as a result of the COVID-19 restrictions, expressing anxiety, panic, stress and fear. In another study conducted in Poland, it was reported that students were exposed to a significant number of stressful situations during the COVID-19 pandemic such as disruptions in academic sessions, diminished social and family interactions, particularly for foreign-language students who remained in the place where they stay away from their families and homes [ 23 ]. During the first phase of the UK lockdown (April-June 2020), a convenience sample of 168 school-aged children aged 7.6–11.6 years in the UK found a significant increase in depression symptoms compared to the initial assessment 18 months prior to the lockdown [ 24 ].…”

The Influence of Preventive Activities on Stress Perception among Dentistry Students in the Period of the COVID-19 Pandemic

“…Studies conducted in many centres have shown that the lack of clinical classes was a strong stressor for dental students [ 4 , 6 , 9 , 48 , 50 ]. As a consequence, anxiety about their future professional careers arose [ 7 ]. At this point, it is worth emphasising, once again, that the education of dental students is practical in nature.…”

“…For dentistry students, this meant theoretical classes held online and pre-clinical activities using medical patient simulators, as well as clinical classes with real patients. These were situations which could have potentially enabled infection [ 6 , 7 ].…”

“…Additionally, new pandemic stressors were identified. These were related to the return to clinical classes and contact with patients in connection with SARS-CoV-2, the fear of backlog arising from the COVID-19 pandemic, and an increased number of study-related obligations during the COVID-19 pandemic [ 7 , 8 , 9 , 10 , 11 , 12 , 13 ].…”