JALALRDDIN H. HAMISSI*, SALMA TABATABAEI**, HESAMEDDIN HAMISSI**, ZAHARA HAMISSI***
*Associate Professor in periodontics and Dental Caries Prevention Research Center, Qazvin University Medical Sciences, Qazvin, Iran -
***Dental student, College of Dentistry, Shahied Beheshti University of Medical Sciences, Teheran, Iran
Background: Learning more about the stressful clinics and courses can offer an opportunity to dental educators and administers to increase their awareness of student stressors for offering better educational and academic programs. The purpose of this study is to identify and evaluate the sources of the stress among Qazvin dental students.
Method and materials: A modified Dental Environmental Stress (DES) questionnaire was distributed among 150 pre-clinical and clinical students. The responses were based on a four-point Lickert scale, not stressful to severely stressful. Kruskal-Wallis and Chi-square analysis was then used to measure and compare the variables.
Results: A total of 105 undergraduate dental students constituted the study population. 47.7% of these students were female and 52.4% were male. The clinical year students reported higher stress scores. The influence of the preclinical, clinical, and educational environment factors found to be higher on females than males (p<0.05). The most stressful factor in preclinical courses found to be “examination”. “Teaching method” and “attitude of the staff” were 2nd and 3rd stressful factors in pre clinics respectively. Dental Anatomy (Practical), Dental Materials, and Dental Anatomy (Theory) were the subjects causing highest level of stress. In clinical years (both in clinics and theoretical courses), stressful factors were: “examinations”, “lack of information given”, “attitude of the staff” and “teaching method”. The most stressful clinical courses identified to be: Endodontic, Surgery, Pediatrics and Radiology. The clinics which students found to be most stressful were Endodontic, Surgery, Pediatrics and Restorative Dentistry.
Conclusion: The study shows that a proper environment needs to be created for dental students through changes in the curriculum, staff members, and student and staff (academic and administrative) education.
Stress, academic stress, stress factors, dental students.