Assessment of stress in undergraduate dental students- a prospective study

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Journal name: World Journal of Pharmaceutical Research
Original article title: Assessment of stress in undergraduate dental students- a prospective study
The WJPR includes peer-reviewed publications such as scientific research papers, reports, review articles, company news, thesis reports and case studies in areas of Biology, Pharmaceutical industries and Chemical technology while incorporating ancient fields of knowledge such combining Ayurveda with scientific data.
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Original source:

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Author:

Dr. K. A. Kamala, S. Sankethguddad, S. G. Sujith and Trupti S. Bhosale


World Journal of Pharmaceutical Research:

(An ISO 9001:2015 Certified International Journal)

Full text available for: Assessment of stress in undergraduate dental students- a prospective study

Source type: An International Peer Reviewed Journal for Pharmaceutical and Medical and Scientific Research

Doi: 10.20959/wjpr201814-12751


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Summary of article contents:

Introduction

The study conducted by Kamala et al. in the World Journal of Pharmaceutical Research focused on assessing stress levels among undergraduate dental students in India. Recognizing the high-pressure nature of the dental profession, the research aimed to identify perceived sources of stress and evaluate how stressors varied across different academic years and genders. The investigation utilized a modified Dental Environment Stress (DES) questionnaire to capture data from students at Tatyasaheb Kore Dental College in Kolhapur, Maharashtra.

The Impact of Gender on Stress Perception

One of the significant findings of the study was the noticeable difference in stress levels between male and female students. The data revealed that female dental students reported higher stress levels compared to their male counterparts, a trend corroborated by other studies in the field. This difference was attributed to varying psychological responses to stress between genders. As the dental program has seen an increase in female enrollment, this trend highlights a critical need for understanding how gender dynamics play a role in stress management within professional education.

Sources of Stress Across Academic Years

The study identified several key stressors impacting students at different stages of their dental education. For all years, a major source of stress was interpersonal relationships, particularly the perception that colleagues were not friendly. Additionally, the pressure associated with parental influence in choosing dentistry was noted as a significant stress factor. As students progressed in their academic careers, the stresses evolved, with final-year students particularly burdened by challenges related to clinical quota completion, theory lectures, and uncertainties about their future careers.

Financial Concerns as a Stressor

Financial issues emerged as particularly stressful for second-year dental students, emphasizing the burdens imposed by the costs associated with dental education. High tuition fees, necessary supplies, and the financial strain on families were highlighted as contributing factors. This stress may compound the challenges students experience as they navigate through demanding coursework, making the development of financial support systems and advice an important aspect of student welfare in dental schools.

Conclusion

The findings of this study illustrate high levels of perceived stress among dental students and underline the importance of addressing these issues within dental education. Implementing stress management programs, promoting health and wellness policies, and teaching coping strategies could significantly benefit students' academic performance and mental health. As dental education continues to evolve, integrating systematic approaches to mitigate stress could foster a more supportive learning environment, helping students develop the resilience necessary for their professional futures.

FAQ section (important questions/answers):

What was the purpose of the dental stress study?

The study aimed to investigate perceived sources of stress among undergraduate dental students and to assess the impact of stress on their academic achievement and overall well-being.

What methodology was used to measure student stress?

A modified Dental Environment Stress (DES) questionnaire was administered. It consisted of 20 relevant closed-ended questions to evaluate various stress factors affecting dental students.

Which year of dental students reported the highest stress levels?

Final year students reported the highest levels of stress, particularly regarding theory lectures and clinical quota completion, compared to other academic years.

What were the main sources of stress identified in the study?

The main stressors included issues with colleagues, parental influence on career choice, time management difficulties, lack of relaxation, and completion of academic requirements.

Did gender influence the stress levels among dental students?

Yes, female students reported higher levels of stress compared to male students, reflecting differences in their responses to stressors and their emotional expressivity.

What recommendations were made based on the study findings?

The study suggested implementing stress management strategies within dental education curriculums, advocating health promotion, and teaching positive coping mechanisms to help students manage stress effectively.

Glossary definitions and references:

Scientific and Ayurvedic Glossary list for “Assessment of stress in undergraduate dental students- a prospective study”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.

1) Study (Studying):
Studying is the act of engaging with course material, which can be a major source of stress for dental students. The pressures associated with studying can impact mental health and academic performance. The study emphasizes the challenges of studying in a demanding curriculum and suggests ways to alleviate related stress.

2) India:
India is the nation where this research was conducted, highlighting the cultural and educational context for dental students. The Indian educational system, particularly in health professions like dentistry, poses unique challenges that contribute to stress, emphasizing the need for understanding student experiences within this specific geographical and cultural framework.

3) Education:
Education represents the fundamental structure through which knowledge, skills, and competencies are imparted. In this study, it is linked to dental education, which is notably rigorous and stressful. The academic pressures faced by students in professional education, like dentistry, draw attention to the mental health and support needed for these learners.

4) Kamala (Kama-la):
Kamala refers to Dr. K. A. Kamala, the lead author of the study. Her qualifications and professional affiliations lend credibility to the research. As an Associate Professor, her insights are valuable in understanding the dynamics of dental education and students' experiences, especially in relation to perceived stress and coping strategies.

5) Male:
The term 'male' denotes one of the gender categories represented in the study's participant pool. It highlights the importance of gender differences in experiencing stress. The findings indicate that male students have different stress perceptions compared to female students, shedding light on the significance of gender in academic stress research.

6) Fear:
Fear in this context pertains to the anxiety and apprehension experienced by students regarding academic performance, future career prospects, and potential failure. The study reveals that fear is a significant stressor among dental students, causing heightened anxiety and impacting their educational experience and well-being.

7) Maharashtra (Maharastra, Maha-rashtra):
Maharashtra is the Indian state where the study was undertaken, specifically at institutions like the Tatyasaheb Kore Dental College. Understanding the regional context is crucial, as cultural and societal factors in Maharashtra may influence students' experiences, stress levels, and coping mechanisms within dental education.

8) Teaching:
Teaching represents the practice of imparting knowledge from educators to students in an academic environment. In dental education, effective teaching methodologies can alleviate stress. The study explores the relationship between teaching styles, the behavior of teaching staff, and the subsequent stressors faced by dental students throughout their academic journey.

9) Table:
The term 'table' refers to the organized data representation in the results section of the study. Data tables provide clear and accessible insights into students' stress levels, broken down by responses to specific questions, allowing for easier comparison across academic years and genders in understanding stress factors.

10) Discussion:
The discussion section analyzes the study's findings, providing interpretations and insights. It facilitates a deeper understanding of the perceived stressors among dental students, linking results with existing literature. This section also identifies implications for future research and potential strategies for stress management within dental education.

11) Reason:
Reason refers to justifications or explanations for the stressors identified in the study. The research delves into why dental students experience specific stresses based on factors such as academic demands, social interactions, and personal choices, helping to contextualize their experiences within the broader educational system.

12) Post:
Post in this research context is likely a reference to post hoc analyses conducted after the main statistical evaluations. Post hoc tests help dissect and compare differences among groups based on stress factors, thereby providing clear insights into specific areas requiring attention in dental education stress management.

13) Science (Scientific):
Sciences refer to the systematic study of the natural and physical world, which forms a substantial part of the dental curriculum. The stressors associated with studying sciences can significantly affect dental students' experiences and perceptions of their educational demands, warranting considerations for supportive educational practices.

14) Food:
Food-related stress arises in the context of students’ living conditions, particularly in hostels where dietary preferences may not align with personal tastes. This study highlights that food dissatisfaction, particularly mess food, serves as a stressor, affecting students' overall well-being and their coping mechanisms during rigorous academic demands.

15) Ratnagiri (Ratna-giri):
Ratnagiri is a district in Maharashtra, India, near one of the dental institutions involved in the study. Its geographical relevance reflects the local influences on students. Situated in a coastal region, it may also impact students' social and cultural experiences, influencing their perceptions of stress and academic pressures.

16) Kolhapur:
Kolhapur is the city where Tatyasaheb Kore Dental College is located, emphasizing the local context of the study. The cultural and community aspects of Kolhapur may contribute to students’ educational experiences and perceptions of stress, guiding potential interventions to address the academic pressures faced in this setting.

17) Medicine:
Medicine encompasses the broader field within which dental education is situated. As part of health professions education, dental training is inherently demanding and stressful. Insights from this research can be applied more broadly in the medical field to address student stress in other health-related programs.

18) Entering:
Entering signifies the phase when students begin their academic journey in dental education. This transitional period is often fraught with challenges that can contribute to initial stress. Understanding the factors affecting students during this entry phase helps in implementing supportive measures from the outset of their education.

19) Dealing:
Dealing pertains to how students manage or confront their stressors. The study underscores the importance of effective coping mechanisms and strategies in mitigating the negative impacts of stress on dental students. Addressing how students deal with stress can inform interventions aimed at enhancing their resilience and academic performance.

20) Anxiety:
Anxiety indicates a heightened sense of worry or fear regarding various stressors faced by students. In dental education, anxiety can stem from both academic pressures and social interactions. Understanding anxiety levels provides insight into mental health challenges within the dental student population, stressing the need for supportive resources.

21) Arogya:
Arogya means 'health' in Hindi/Sanskrit and reflects the holistic aspect of well-being. In the context of the study, it highlights the importance of maintaining students' mental health amid academic challenges. Promoting a healthy academic environment is crucial for international students in dental education, where stress can adversely impact overall health.

22) Shatara (Satara):
Satara is another district in Maharashtra, India, where some participants in the study may originate from. Its relevance illustrates various socio-cultural aspects influencing students' backgrounds and experiences. Understanding the diversity in regional characteristics provides a fuller picture of the stressors faced by dental students in the study.

23) Family:
Family represents a foundational support system for students, significantly influencing their experiences in education. The study suggests that students living away from their families, particularly those in hostels, may experience higher stress levels, emphasizing the role of family support in buffering the challenges of dental education.

24) Indian:
Indian reflects the cultural identity of the participants in the study, indicating the unique challenges faced by dental students in this country. Cultural norms and educational expectations influence students' experiences and stress levels, underlining the importance of culturally informed strategies for support and intervention in dental education.

25) Doubt:
Doubt signifies uncertainty or hesitation that many dental students face regarding their academic abilities or career choices. The study highlights how doubts about performance can exacerbate stress, necessitating educational strategies that reinforce confidence and clarity in career trajectories for students in dental education.

26) Party:
Party refers to social activities that may serve as coping mechanisms for stress relief among students. However, reliance on partying as a stress management strategy may have mixed effects. The study investigates how such recreational activities impact students' academic performance and overall well-being within a demanding curriculum.

27) Money:
Money pertains to financial aspects that contribute significantly to students' stress. The high costs of dental education can lead to financial strain, impacting students' mental well-being. Understanding the stress related to finances emphasizes the need for budgeting support and resources for students in professional programs.

28) Seva (Sheva):
Seva means 'service' in Hindi, highlighting the ethos of serving others, particularly relevant in health professions. In dental education, the commitment to service can be both a motivating factor and a source of stress, as students grapple with balancing their studies, clinical responsibilities, and community service obligations.

29) Road:
Road metaphorically represents the pathways students take through their educational journeys. The challenges along this road can lead to stress, where uncertainties in career trajectories and academic demands become prominent. The concept emphasizes the importance of guidance and support systems to facilitate a smoother journey for dental students.

30) Performance:
Performance in the academic and clinical settings reflects students' perceived success in their education. Stressors significantly affect performance outcomes, with implications for mental health and career readiness. Recognizing the impact of stress on performance highlights the need for effective support systems within dental education curricula.

31) Attending:
Attending signifies participation in educational activities, illustrating the importance of engagement in the learning process. Student attendance is often linked to their stress levels; those facing greater stress may struggle with attendance. Understanding the relationship between attendance and stress can guide practices that promote better attendance and academic success.

32) Training:
Training refers to the systematic preparation of students in clinical and theoretical aspects of dentistry. The intensity and demands of training contribute to stress levels among students. The study underscores the need for effective training programs that incorporate stress management techniques to better support dental students throughout their education.

33) Language:
Language is crucial in dental education, affecting students' comprehension of complex scientific concepts. Difficulties in understanding course material due to language barriers can generate stress. This study investigates how language impacts students' learning experiences while identifying strategies to improve understanding and reduce language-related stress.

34) Learning:
Learning encompasses the acquisition of knowledge and skills, central to educational experiences. In the context of dental students, effective learning strategies can mitigate academic stress. This research highlights the relationship between learning experiences and stress levels, advocating for pedagogical approaches that support students' learning needs throughout their training.

35) Nature:
Nature refers to the inherent characteristics or essential qualities of experiences faced by students. This study examines the nature of stressors within dental education, highlighting how different types of stress—academic, clinical, social—affect students in unique ways and influence their coping strategies throughout their educational journey.

36) Campu:
Campus is the physical environment where students engage in their education, including social interactions and academic activities. The campus setting can impact students' experiences and stress levels. Recognizing the importance of campus dynamics can lead to improved support systems for managing stress in dental education.

37) Kumar:
Kumar represents a surname commonly found in India, potentially linking to researchers or participants in the study. The presence of diverse contributors may provide varying perspectives on the academic experiences of dental students, enriching the research with insights from different backgrounds.

38) Rules:
Rules refer to the regulations and guidelines that govern student behavior and educational practices. Navigating these rules can be an added source of stress for dental students, as strict adherence to guidelines may increase pressure. Understanding the impact of institutional rules on stress can inform supportive policy adjustments.

39) Life:
Life comprises the total experience of an individual, including personal, academic, and social aspects. This study's focus on stress highlights how the educational environment affects students' overall quality of life. Addressing stress within dental education is essential for promoting a balanced, fulfilling life for students both in and outside the classroom.

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