Stress Provoking Factors in Dental Education

Abstract

Aim To identify stress provoking factors in dental education and to explore the role of study level and gender on perceived sources of stress.Methods Five hundred seventy‐one undergraduates, officially registered at the University of Athens Dental School, participated in the survey by filling a 30‐item modified version of the Dental Environment Stress questionnaire.Results Assigned workload, performance pressure and self‐efficacy beliefs constituted the most stress provoking factors. Females reported significantly higher distress, whereas stress intensity greatly differentiated by class year. Multivariate analysis revealed that, irrespective of gender, fourth level and graduating students were less concerned about class work overload, clinical training difficulties and course failing, but were significantly more insecure about their professional future. Entry‐level students appeared to be the most concerned about the lack of time for relaxation. However, they were the least stressed about completing graduation requirements compared with the rest of their peers.Conclusion The reconsideration of the existing educational system towards a more balanced, flexible and student‐centred orientation, as well as the implementation of continuous self‐assessment and study counselling, might be effective in reducing inherent stress sources in dental education.