Stress management training for dental students

Tisdelle, DA; Hansen, DJ; Lawrence, JS St; Jc, Brown

doi:10.1002/j.0022-0337.1984.48.4.tb01775.x

Cited by 28 publications

(24 citation statements)

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“…Grandy et al. reported in detail various signs and symptoms of stress of students such as worry, tension, being upset, nervousness, discomfort, regret, lack of confidence, crying, indecision, unhappiness, avoidance, turmoil, insecurity, sadness, guilt, blame, irritability, apathy, weight loss, physical complaints and fatigue (10, 61).…”

Section: Resultsmentioning

confidence: 99%

“…Other signs and symptoms reported less frequently in the literature were low exam performance, where stressed dental students showed lower performances in exams than non‐stressed students (51). Other signs included hostility (39), social life effects (53), physical ill‐health (48), mental ill‐health (48), denial (54), substance use (54), gastrointestinal symptoms (61), sleeplessness (61) and psychosocial disturbance (4).…”

Section: Resultsmentioning

confidence: 99%

“…The fifth category of procedures for stress reduction includes relaxation via synchro‐energiser and progressive relationship training (67), training workshops that include aspects of academic problem solving (50), relaxed teaching method (2), early patient contact and residing at home (32), small group meetings which provides stress relief (53), deep breathing and progressive muscular relaxation (54), and introducing stress‐management training over time which is proven to be effective in stress reduction and coping (61).…”

Section: Resultsmentioning

confidence: 99%

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Stress amongst dental students: a systematic review

Alzahem

Molen

Alaujan

et al. 2011

European Journal of Dental Education

341

453

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The present study was conducted to provide future researchers and dental educators with an overview of stress amongst undergraduate dental students reported in the literature. This overview is needed for the development of a new questionnaire measuring the level of stressors including students, staff and process of dental education. In addition, the review can be used to modify dental curricula to decrease such stress and produce better dentists. Our study consisted of a systematic review of 49 peer-reviewed articles published between 1966 till October 2008 in English, discussing different aspects of stress amongst undergraduate dental students. These aspects are demographic variables of stress, sources of stress, impact of stress, indicators of stress, instruments measuring stress level and management of stress. Major sources of reported stress were related to examinations, clinical requirements and dental supervisors. Studies suggest using signs and symptoms for early detection of stress and proper intervention.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Stress amongst dental students: a systematic review

Alzahem

Molen

Alaujan

et al. 2011

European Journal of Dental Education

341

453

View full text Add to dashboard Cite

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“…As for increased uncertainty and insecurity, 34 students may very well experience anticipatory anxiety because of it, although it generally tends to subside with experience. 36,37 Other authors have found that anticipatory anxiety sets in in the third term, when students are first exposed to patients. 11,12,16,18,20,23,35,38,39 Evaluation of the Sources of Stress in Dominican Dental Students: a cross-sectional study.…”

Section: Andmentioning

confidence: 99%

Evaluation of the Sources of Stress in Dominican Dental Students: a cross-sectional study

Aragoneses

Algar

Suárez

et al. 2019

Preprint

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Background The dentistry practice has long been considered a highly stressful health-science profession. Stress in dental students has been addressed by a number of international studies, but it has never been studied specifically in students in the Dominican Republic. The purpose of this cross-sectional study is to evaluate the sources of stress in Dominican dental students so as to establish a link between said stressors, and school term and sex. Methods For measurement purposes, a survey (our modified Dental Environment Stress (DES) questionnaire) was conducted on 103 dental students pursuing clinical practica. We analyzed our data using a one-way ANOVA, t-test, factor analysis and VARIMAX. Results All dental students in their final six terms of school suffered stress, with the 12th term ranking highest. The sources of stress differed among students in varying terms. Exams, fear of failing, interaction with teaching staff, as well as responsibilities associated with patient care, obtained the most points. Women obtained greater scores in certain items when compared to the academic factor. Conclusions The various sources of stress act independently in dental students, with those with greater values being exams, fear of failing subjects, different assessment criteria among teaching staff, responsibilities associated with patient care, fear of failing a term and job prospects. Women demonstrated a more acute response to stress with regards to the academic factor, end of university studies and self-esteem.

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“…Whilst it is generally accepted that a variety of external factors may impact negatively on the stress experienced by dental students, there is also some evidence to show the contrary; that is, the external factors, for example exercise, can also help to protect students from stress and distress . Furthermore, it has been proposed that experiencing some stress within a dental course can be beneficial by giving a sense of purpose and achievement .…”

Section: Introductionmentioning

confidence: 99%

Work, Stress and Play: Students’ perceptions of factors impacting on their studies and well‐being

Jenkins

Johnson

Ginley

2019

Eur J Dental Education

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Introduction This study gathered information about life outside of the course for undergraduates studying at the School of Dentistry, Cardiff University. The aim was to explore how these external factors to the course may affect an individual’s academic performance and well‐being. Materials and Methods A cross‐sectional study design was used. An online questionnaire designed for the purpose of the study was used to capture (quantitative and qualitative) data. Questions with dichotomous options, a range of statements with Likert scales (level of agreement) and open (free‐text) questions were used. Data were analysed in SPSS using simple descriptive statistics and frequency distributions. Spearman’s Rho was used to explore relationships for scaled categorical data. Content analysis was used for qualitative data. Results Two‐thirds (n = 69, 63%) of participants reported being very stressed about their studies in the previous 12 months. The majority felt that external factors to their course (eg, lack of sleep, health issues, financial concerns, hobbies and issues with friends) had impacted on their academic lives with only 9% (n = 10) stating that their lives outside dentistry had no effect. Discussion Those who felt able to pursue hobbies and activities reported a better work‐life balance and less stress. Questions about pursuing hobbies and sleep may help identify students at risk of being stressed or who may benefit from additional support in order to achieve a better work‐life balance. Conclusion This study has highlighted key areas for further investigation and opportunities for improving support to reduce student stress and improve well‐being.

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Stress management training for dental students

Cited by 28 publications

References 0 publications

Stress amongst dental students: a systematic review

Stress amongst dental students: a systematic review

Evaluation of the Sources of Stress in Dominican Dental Students: a cross-sectional study

Work, Stress and Play: Students’ perceptions of factors impacting on their studies and well‐being

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