COVID‐19 pandemic and its impact on dental students: A multi‐institutional survey

Abstract

Purpose/objectives To investigate dental students’ perceptions and concerns regarding the COVID‐19 pandemic, their coping strategies and support resources, and their perceived stress levels. Methods A customized 19‐item survey and the perceived stress scale (PSS) were applied to undergraduate dental students from the US, Spain, Ireland, Chile, India, and Brazil between April 10 and July 5, 2020. Linear modeling and mediation analysis were used to explore the relationships among demographics, stressors, coping mechanisms, social support, and stress Results A total of 4475 students responded to the survey. The majority (72.4%) were women, and 52.3% had no COVID‐19 training at the time of the survey. The students reported that they had to accommodate to changes in patient care (96.6%) and didactic learning (95.2%) activities, while 88.5% of the respondents indicated at least one of their courses moved online. Transition to online courses went “smoothly with some troubles” for 51.8% of the respondents, and 48.3% perceived the faculty as prepared for the online transition; however, 45.9% reported feeling extremely concerned about the impact of COVID‐19 on their education. The average PSS score was 21.9 of 40 (moderate stress). Multivariate models were built for participants with full data (n = 3899). Being male, having completed more dental coursework, and perceiving a smoother transition were associated with lower PSS scores; more concern about academic progress was associated with higher PSS. Faculty support mediated the relationship between a smoothness of transition and concern about academic progress and PSS scores Conclusion Stress caused by the pandemic may be alleviated by smoother transition and good faculty support.

Dental Students’ Self-Perception: Health and Academics During COVID-19 Quarantine

“…On the other hand, Yildirim et al (20) found higher anxiety levels in female and clinical dental students. Also, these results were similar to those of an international study conducted by Klassen et al (21). They found that those dental students who worried about their academic progress, also referred higher anxiety levels.…”

Perceived Stress in Dentists and Dental Students of Latin America and the Caribbean during the Mandatory Social Isolation Measures for the COVID-19 Pandemic: A Cross-Sectional Study

“…For this reason, in this study, when specific elements related to the pandemic were asked, statistically significant differences were found in the bivariate analyses. For students, this meant new academic responsibilities mediated by remote and virtual strategies and some additional financial burdens in the context of great difficulties, among other circumstances [ 14 , 29 ]. In professionals, new labor adaptations were created, and this caused a decrease in working hours and even suspended face-to-face clinical activities [ 8 , 9 , 10 , 21 ].…”

“…Research focused on mental health topics related to the pandemic among dental staff in Latin America and the Caribbean is scarce. A scientific literature exploration reveals some published studies and gray literature carried out in specific settings and with specific samples [ 27 , 28 ], as well as multicenter studies in dental students in Latin American countries (Brazil and Chile) [ 29 ]. Hence, the extent of scientific research in this region should be increased through studies with methodologies targeted at specific problems and by analyzing the determining factors of physical, mental, and psychosocial health indicators.…”

The Impact of the COVID-19 Pandemic on the Mental Health of Dentists

“…In terms of clinical education, students reported that they had to adapt to changes and didactic learning; others indicated that at least one of their courses moved to virtual mode. Although 51.8% perceived some difficulties during virtual education, 48.3% perceived that faculty were prepared for the online transition [62]. Some students reported feeling stress about the risk of infection and returning to clinical classes and patient contact [63].…”

“…In this matter, faculty support is needed to help in the transition and concerns about academic progress and stress levels [62].…”