Abstract:

Objective: The objective of this study is to examine the perceived sources and levels of stress reported by three different dental faculty students from Turkey. This study also aims to compare stress sources among these students with respect to the role of faculties, specific curricula and institutional differences. Methods: In total, 1,294 students participated in a survey in 2015. This survey used Modified Dental Environmental Stress questionnaire comprising 47 items that were grouped into 6 categories: academic performance; preclinical and clinical training; patient treatment; faculty administration and education staff; personal life issues; and professional identity after graduation. Responses were recorded on a four-point rating scale ranging from not stressful (1 point) to very stressful (4 points). Results: The response rate of the study was 63.3% (1,294/2,045). The “concern about failing the course or year due to the inability to finish clinical schoolwork” (clinical score) was found as the highest stress item (mean score =3.57). More than one-third of questionnaire items showed the presence of moderate-to-severe stress with mean scores between 3.57 and 3.06. The preclinical and clinical training category showed the highest mean stress score (3.09) than other categories. In most of the stress items and six stress categories, females showed significantly more stress than males. A significant difference was found among at least two or more faculties for each stress category. Conclusion: The modification of curricula, establishment of student counselling, assignment of student advisors and studentoriented programmes may be considered as stress reduction methods. However, further studies are warranted to examine the success of these methods.

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