Stress amongst dental students in the transition from preclinical training to clinical training: A qualitative study

Abstract

Objectives The present study sought to qualitatively evaluate third‐year undergraduate dental students' perceptions of sources of stress during the transition from preclinical to clinical training. Methods This was an observational, cross‐sectional, and qualitative study with a nonprobabilistic sampling design. The sample consisted of students in the third year of the five‐year undergraduate degree program in dentistry offered by the São Paulo State University (UNESP), School of Dentistry, Araraquara, São Paulo State, Brazil (n = 37). Data were collected using open‐ended, semistructured, and individual interviews that were recorded on a digital voice recorder. The students were interviewed on campus at a previously scheduled time. Efforts were made to provide a secure and welcoming environment for the interview. The interview questions addressed students' adaptation to clinical training and their perceptions of stress resulting from this transition. Data analysis was based on the qualitative and quantitative Discourse of the Collective Subject (DCS) technique performed with the aid of Qualiquantisoft®. Results Most of the students evaluated (75.7%) reported difficulty in the transition from the preclinical to the clinical phase of their program and that this difficulty increased their stress levels during this transition (81.1%). The most frequently cited reason for the increase in stress was the responsibility and demands associated with caring for real patients (54.1%). Almost half of the students (48.6%) reported feeling physical symptoms of stress such as tachycardia, dizziness, headache, and muscle tension during this period. Most of the students (81.1%) required up to one semester to feel that they had adapted to the clinic. Many students used stress reduction strategies such as simply trying to calm down, studying before their clinical work, improving organisation, and asking professors for help. Adaptation to ergonomics and biosafety in the clinic was the most frequently cited impediment (45.9%) to the adaptation process. The students' main suggestions for reducing stress in this transition phase were additional preclinical training in a clinical setting, a more gradual transition, and greater professor receptiveness. Conclusion The dental students interviewed herein perceived high levels of stress during the transition from preclinical to clinical training.

The effect of Galilean magnification loupes on the visual acuity and working distance of dental students

“…This may be due to the third year of the undergraduate course being where the transition between pre‐clinical training and clinical care occurs. According to de Souza Ferreira et al., 25 one of the main stressors during this phase is the difficulty of visualizing the operative field. Thus, loupes, regardless of the magnification level used, may have positively influenced the students’ visual acuity.…”

Psychophysiological wellbeing in a class of dental students attending dental school: anxiety, burnout, post work executive performance and a 24 hours physiological investigation during a working day

“…Despite these limitations, Deeb et al found that 40% of dental students in their sample encountered the criteria for burnout subscales ( Deeb et al, 2018 ). The beginning of clinical training and contact with patients are the main stressor agents for dental students ( de Souza et al, 2023 ). Female students report more anxiety than male students, and also the prevalence of trait anxiety seems to be higher in female students ( Blumer et al, 2019 ; Capdevila-Gaudens et al, 2021 ; Braz-José et al, 2022 ).…”

Occupational Hazards among Dental Students-Ergonomic Aspect

“…It is in other words a relaxed, stable and comfortable posture with minimal muscles contractions. Neutral is applied here to indicate that the joints have a neutral area of movement that is avoids joints overstraining 17,18 . The dentist has the freedom to move in his balanced posture with no risk or harm; it does not require the operator a rigid posture 18 .…”

“…Neutral is applied here to indicate that the joints have a neutral area of movement that is avoids joints overstraining 17,18 . The dentist has the freedom to move in his balanced posture with no risk or harm; it does not require the operator a rigid posture 18 . These movements are identified as active and passive balanced postures 18 .…”

“…The dentist has the freedom to move in his balanced posture with no risk or harm; it does not require the operator a rigid posture 18 . These movements are identified as active and passive balanced postures 18 . Even though ergonomics has been growing lately to cover more aspects in the dental care profession, dental schools are still lacking the motivation to implement this science more seriously.…”