Work, Stress and Play: Students’ perceptions of factors impacting on their studies and well‐being

Abstract

Introduction This study gathered information about life outside of the course for undergraduates studying at the School of Dentistry, Cardiff University. The aim was to explore how these external factors to the course may affect an individual’s academic performance and well‐being. Materials and Methods A cross‐sectional study design was used. An online questionnaire designed for the purpose of the study was used to capture (quantitative and qualitative) data. Questions with dichotomous options, a range of statements with Likert scales (level of agreement) and open (free‐text) questions were used. Data were analysed in SPSS using simple descriptive statistics and frequency distributions. Spearman’s Rho was used to explore relationships for scaled categorical data. Content analysis was used for qualitative data. Results Two‐thirds (n = 69, 63%) of participants reported being very stressed about their studies in the previous 12 months. The majority felt that external factors to their course (eg, lack of sleep, health issues, financial concerns, hobbies and issues with friends) had impacted on their academic lives with only 9% (n = 10) stating that their lives outside dentistry had no effect. Discussion Those who felt able to pursue hobbies and activities reported a better work‐life balance and less stress. Questions about pursuing hobbies and sleep may help identify students at risk of being stressed or who may benefit from additional support in order to achieve a better work‐life balance. Conclusion This study has highlighted key areas for further investigation and opportunities for improving support to reduce student stress and improve well‐being.

Students at Saarland University dental school—A survey on their background and curriculum perception

“…Potentially even worsening this situation, the updated curriculum coming into effect in fall 2020 may even increase the workload for students. With sports activities obviously not diminishing as a result of attending dental school, students try to maintain a healthy work‐life balance 11 and to counteract their risk for mental disorders 8,9 . Given that dental students seem to focus on natural science early on emphasising related school subjects where possible, it might be an option to reduce the workload in those areas during preclinical training and ensuring minimum requirements as part of an admissions test, instead.…”

“…Several reports can be found in the literature proving that dental students have higher levels of depression, anxiety or stress than the general population, 8,9 a problem for which integrated, active‐learning curricula 10 and concepts ensuring proper work‐life balance 11 may provide some relief. Due to the interdependent relationships between students, patients, instructors and administrators, 12 novel curricula should ensure the creation of an educational environment which is satisfying to future dentists 13,14 .…”

Socioeconomic Characteristics Associated With University Students' Well-Being: A Survey Among Eight European Countries

“…The result of this study supported Hypothesis 3, proposing that positive expectations regarding future financial security were found to be positively associated with students' well-being. According to Jenkins, Johnson & Ginley (2019),…”

Stress and work‐life balance in undergraduate dental students in Birmingham, United Kingdom and Hong Kong, China

“…Elani et al conducted a systematic review which concluded that the pressure induced on dental students throughout undergraduate training was correlated with unfortunate effects on well‐being 4 . Students have varying personal lives and circumstances, hence must strive for a healthy balance of these influences with the nature of their degree 5 . A qualitative study based in Hong Kong suggested that the clinical transition in undergraduate training can pose stress, affecting clinical performance and confidence due to gaps in knowledge 6 .…”