Stress, Anxiety, and Depression and Their Related Factors Among Dental Students: A Cross-Sectional Study from Southeast of Iran

Shadman, Niloofar; Raoof, Maryam; Amanpour, Sara; Mahdian, Mahsa; Haghani, Jahangir; Parizi, Molouk Torabi

doi:10.5812/sdme.74295

Cited by 12 publications

(7 citation statements)

References 33 publications

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“…Fifty‐eight studies were included, and Figure 1 shows the flowchart for the studies selection process. Fifteen different instruments were used to assess self‐reported depressive symptom in the included studies: Beck Depression Inventory (BDI), 25–43 Depression Anxiety Stress Scale (DASS), 44–61 Hospital Anxiety and Depression Scale (HADS), 62–66 Zung Depressive Scale, 67–69 Goldberg Anxiety and Depression Scale, 70 Hamilton Depression Rating Scale (HDRS), 71 Kutcher Adolescent Depression Scale, 72 Patient Health Questionnaire (PHQ)‐2 73 , PHQ‐9 74–76 , Aga Khan University Anxiety and Depression Scale, 77 Center for Epidemiological Studies‐Depression, 78 General Health Questionnaire‐28, 79 Mental Health Inventory, 80 Hopkins Symptom Checklist, 81 Symptom Questionnaire 82 . Table S1 summarizes the main characteristics of all tools used in the included studies.…”

Section: Resultsmentioning

confidence: 99%

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Self‐reported depressive symptoms in dental students: Systematic review with meta‐analysis

Muniz

Maurique

Toniazzo

et al. 2020

Journal of Dental Education

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Objective This study aimed to systematically review the literature about the prevalence of self‐reported depressive symptoms in dental students. Methods PUBMED, SCOPUS, and EMBASE databases were search up to January 2020 with the following focused questions: “What is the prevalence of self‐reported depression symptom in dental students?” and “Are sex and years of educational training associated with self‐reported depressive symptom in dental students?”. Observational studies that applied a questionnaire assessing depression were eligible. Standard mean differences (SMD) and pooled odds ratios (OR) were calculated for the questionnaires’ scores and self‐reported depressive symptom, respectively. Results Fifty‐eight studies were included, and 15 different questionnaires were used. The prevalence of self‐reported depressive symptoms/at least mild depression ranged from 2.75% to 89.84%, and the pooled overall prevalence was 29% (95% confidence interval [CI]: 26–34). Meta‐analysis showed significantly lower scores in the questionnaires for self‐reported depressive symptoms of male students (SMD: −0.22; 95% CI: −0.42 – −0.03). Conversely, no significant difference was detected for the OR of self‐reported depressive symptom in the comparison between sex (OR: 1.11 – 95% CI: 0.77–1.62). Similarly, no significant difference was observed for the different school years regardless of the analytical strategy used. Conclusion It was concluded that female dental students presented more self‐reported depressive symptoms, but no difference is demonstrated during the years of dental education.

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Section: Resultsmentioning

confidence: 99%

“…The inclusion of dental students of all school years was performed in 21 studies 27,29,31,34,35,41,51,52,55,59,63,65,67–70,75,78–81 . In 9 studies, was not possible to detect in what school year dental educational training the students were 25,26,30,32,37,62,64,72,77 …”

Section: Resultsmentioning

confidence: 99%

Self‐reported depressive symptoms in dental students: Systematic review with meta‐analysis

Muniz

Maurique

Toniazzo

et al. 2020

Journal of Dental Education

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“…In our busy day and age, the number of people that suffer from stress, anxiety and negative emotions is increasing every single day [ 1 - 3 ]. All of these reasons can encourage the manifestation of burnout [ 4 , 5 ].…”

Section: Introductionmentioning

confidence: 99%

Burnout Syndrome Amongst Medicine Students in Lithuania and Germany

Rudinskaitė

Mačiūtė

Gudžiūnaitė

et al. 2024

AML

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Background. The research provides comparative analysis of the burnout syndrome among medical students in Lithuania and Germany and determines relations between burnout and lifestyle, health complaints and seeking for psychological help.Materials and methods. The research was conducted in April 2019 using an anonymous self-administered e-based questionnaire. The sample size was 261 medical students (age mean 20,5 ± 1,8, 46 males, 215 females): 131 from Vilnius University (VU), 67 from Lithuanian University of Health Science (LSMU) and 63 from Heidelberg University (HU), Germany. The 15 items MBI-SS scale was used to identify burnout syndrome among students (Cronbach α =0,74). Emotional exhaustion (>14), cynicism (>6), and professional efficacy (<23) scores were calculated for academic burnout. The participants were also asked additional questions related to lifestyle and well-being. Descriptive statistics were analysed using MS Office Excel, SPSS and R Commander, results were statistically significant when p<0,05.Results. 51 (38,9%) VU, 25 (37,3%) LSMU and 10 (15,9%) HU students were ascertained as burnt-out (p=0,004). 76 (90,6%) respondents complained of feeling study induced mental stress (p=0,0002). Furthermore, 67 (77,9%) respondents indicated having a bad mood (p=0,043), 54 (62,7%) general weakness (p=0,024), 44 (51,1%) digestive problems (p=0,003). Sleep duration was strongly associated with burnout (p=0,002) with over half (n=51, 59,3%) of the burnout respondents sleeping <7 hours a day. 87 (33,3%) students considered consulting a psychologist, but only 24 (9,2%) reached out for help.Conclusions. More than 1/3 of medical students in the research group had signs of burnout. The highest prevalence of burnout was among VU and lowest among HU students. Burnt-out respondents complained of mental stress, weakness, bad mood, digestive problems. The university studies and the duration of sleep can impact the occurrence of burnout syndrome. Only every forth student, willing to consult a psychologist, sought assistance.

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“…5 In addition, social factors such as accommodation or educational background with which students enter dental institution may also provoke stress. 6 Dental environment stress (DES) is usually reported to be caused by frequent exams, time limited course goals, clinical and laboratory assignments, patient handling, high performance expectations, financial status and insufficient relaxation time. 7 Stress symptoms may include tension, anxiety, fear, depression, fatigue, headache, cynicism JPDA Vol.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2021

J Pak Dent Assoc

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OBJECTIVE:Present study was conducted to assess the perceived academic sources of stress among undergraduate dental students and determine its association with gender, year of study, pre-university education and accommodation. This study was conducted in dental section, Islamabad Medical and Dental college, Islamabad from July to November 2016. METHODOLOGY: BDS students were asked to rate their perceived stress on four point Likert scale of modified version of Dental Environment Stress (DES) questionnaire. Descriptive statistics were applied to find the mean scores and SD on all items. Using SPSS v.21, Kruskal Wallis test was used to compare stress levels among different undergraduate professional years and Mann-Whitney U test was applied to determine the association and stress sources and demographic variables. RESULTS: A total of 172/200 participants responded (86%) to the survey. Overall stress in undergraduate dental students was in moderate range. Majority of students (93%) reported that syllabus load was either stressful or very stressful (3.53±0.64), 85% students reported lack of relaxation time as stressful or very stressful (3.42±0.86) and fear of failing was reported as stressful or very stressful by 82.5% (3.34±0.87). When stress scores of all classes were compared third year reported more mean stress scores than other years (2.50±0.50). Females were more stressed compared to males with mean score of (2.37±0.39), students living at home were more stressed than hosteilites (2.38±0.38) and those with GCE A-levels had higher stress (2.40±0.38) compared to HSC background students. Academic performance was the most stressful of the five stress domains (3.07±0.74). CONCLUSION: Syllabus load followed by lack of time for relaxation and fear of failing were the most perceived sources of stress. Academic performance was the most stressful of the five stress domains and third year BDS was the most stressed class.

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Stress, Anxiety, and Depression and Their Related Factors Among Dental Students: A Cross-Sectional Study from Southeast of Iran

Cited by 12 publications

References 33 publications

Self‐reported depressive symptoms in dental students: Systematic review with meta‐analysis

Self‐reported depressive symptoms in dental students: Systematic review with meta‐analysis

Burnout Syndrome Amongst Medicine Students in Lithuania and Germany

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