Stress, psychosocial resources and possible interventions: a qualitative study among dental students

Abstract

Background Prior studies found that dental students are affected by various stressors during their studies. Those stressors can exert adverse effects on their (mental) health. Our study addresses the lack of qualitative data on students’ perspectives by exploring perceived stressors and resources among dental students and interventions suggested by them. The results of our study can contribute to the development of better preventive measures and interventions. Methods In total, 57 dental students enrolled at a dental school in Germany participated in seven focus groups in the summer semester 2019 (May to July). Discussions were facilitated using a topic guide, and data collection was conducted until thematic saturation. All discussions were audio-recorded, transcribed and content-analyzed using MAXQDA. Results Key emerging stressors were related to the organization of the study program, a lack of digitalization, practical tasks, the examination system, the work/study environment and social interactions. Resources encompassed, e.g., good organization, practical courses, patient work and valued feedback. Interventions suggested by students included regular meetings to enhance collaboration, improved communication between staff and students, a central coordination unit, fixed evaluation criteria and the integration of physical exercises and physiotherapy in the study program to prevent neck and back pain. Conclusions Known stressors for dental students and new aspects (e.g., concurring exams or obligatory brands) emerged from our data. Interventions suggested by the students included the use of digital learning platforms, communication training or the improvement of evaluation processes. Additional research, e.g., to explore perspectives of teaching staff and other stakeholders is necessary to gain more insights into study conditions and ways to reduce stress among dental students.