Stress management in dental students: a systematic review

Abstract

This study compared the effectiveness of stress management programs in dental education by systematic review of the literature. The number of studies concerning stress management programs for dental students is limited compared with studies discussing sources of stress. Several types of programs for stress management have been reported, and differ in their duration, content, and outcomes. Two main strategies have been used to help stressed students, ie, decreasing the number of stressors and increasing the ability to cope with stress. The first strategy includes several components, such as reducing fear of failure and workload pressure due to examinations and requirements. The second strategy includes coping techniques, such as deep breathing exercises. Although positive effects have been reported for most of the programs, these have mainly been evaluated using subjective self-report measures. There is a need for more research to identify the most effective stress management program.

Stress and well-being in dental hygiene and dental therapy students

“…Another, reflecting on the lack of utilisation of additional skills that she had hoped would have expanded her methodology. 3,4 Furthermore, the literature has revealed little new knowledge in the results and conclusions of studies over the last three decades. [1][2][3][4] The need for further enquiry into this field, and the qualitative approach adopted within the current research, which captures students' experiences of stress and well-being from their own perspectives, rather than imposing pre-defined theoretical categories to simulate their experience of the world, is thus indicated.…”

“…3,4 Furthermore, the literature has revealed little new knowledge in the results and conclusions of studies over the last three decades. [1][2][3][4] The need for further enquiry into this field, and the qualitative approach adopted within the current research, which captures students' experiences of stress and well-being from their own perspectives, rather than imposing pre-defined theoretical categories to simulate their experience of the world, is thus indicated. Indeed, a qualitative approach may provide a new opportunity to recognise phenomena (for example, meaning), that has previously been omitted by researchers' reliance on quantitative methodology.…”

“…17 Likewise, the literature suggests that 'competition for grades' is one of the high sources of stress in dental student undergraduate training. 3,4 Although stress can and does pose a threat to health and well-being, recent research has suggested that stress can also be enhancing. 12 Studies have shown that subtle differentiations of mindset can engender meaningful changes in an individual's psychological and physiological state.…”

“…3,4 This has resulted in some researchers advocating a curriculum change to reduce stress in the dental undergraduate programme. 6,[31][32][33] However, stress often results from activities that are meaningful, and reducing stress may result in reducing the meaning of the activity.…”

“…[2][3][4] However, there are gaps in the literature when it comes to exploring stress among other members of the dental team, for example dental hygiene and dental therapy students (DHDTS), who are educated in a similar environment to dental undergraduate students. 5 Most studies exploring dental student stress have equated psychological well-being with the presence or absence of stress, or psychological disorders such as depression.…”