Stress predictors in two Asian dental schools with an integrated curriculum and traditional curriculum

Evaluation of the level of integration of the dental curriculum in Umm Al-Qura University

Objectives

To identify the models and levels of integration of the undergraduate dental curriculum in Umm Al-Qura University in KSA. This comprehensive evaluation and analysis of the current dental curriculum will facilitate better planning for curriculum reform, thus improving the quality of dental education.

Methods

All courses were evaluated by three reviewers who independently checked the most recent course specifications forms (2021) to extract data relating to course descriptions and contents. A model of integration was identified for each course (using a modified Harden's integration ladder). Courses and their relative weighting (by credit hours) were mapped to the level of integration by years, departments, course classification, and educational methods. The overall pattern of curriculum integration was then determined.

Results

All courses exhibited some level of integration to varying degrees throughout years and across departments. The most frequently used model is the nested model of integration. The overall pattern of curriculum integration is low to moderate. Highly integrated courses are only taught during the second and final years and are managed by the Departments of Basic Oral Sciences and Restorative Dentistry. Clinical courses represent 44.3% of the curriculum although only 26.6% of clinical courses have a high level of integration. Problem-based learning/case-based learning (PBL/CBL) and clinical training strategies are mostly applied in moderately to highly integrated courses, although PBL/CBL is the least used educational method throughout the curriculum.

Conclusion

All courses exhibited some level of integration with an overall low to moderate pattern. More collaborative planning and working between departments are recommended to increase the level of integration of courses throughout different academic years. In addition, modern educational strategies such as PBL/CBL and blended learning should be implemented more in our dental curriculum.

The Impact of Music on Stress Reduction and Academic Performance of Dental Students

Background Dental education, one of the most demanding healthcare fields, is linked to higher physical and mental illnesses in students. Stress, which arises when demands surpass an individual's ability to adapt, can lead to disruptions in cognition, mood, and behavior. Due to the intense academic pressure, dental students are susceptible to stress and other mental issues. Music therapy, an ancient practice, is now popular for stress reduction. However, its effect on academic performance is debated. Objectives This study aimed to evaluate the impact of music on stress levels and academic performance of dental students. Methods The study included third-year dental students from the College of Dentistry, Komar University of Science and Technology, Sulaymaniyah, Iraq. The demographic data were collected using a self-administered questionnaire. Results The study found that music intervention reduced the perceived stress levels of dental students in the intervention group compared to the baseline but did not reach a significant level. The final stress levels were positively correlated with baseline stress levels but did not correlate with other parameters. No association between sociodemographic variables and the Perceived Stress Scale was found. The study also found no significant positive or negative effect of music on academic performance. Conclusion The study suggests that music may positively impact stress reduction for dental students during their academic years in dental school. It highlighted the significance of stress-reduction programs in the academic curriculum in lowering dentistry students' stress and, as a result, potentially improving their learning abilities.

Challenges Assessment in Endodontics Among Undergraduate Students

Objective To explore perceptions of undergraduate dental students regarding difficulties faced during endodontic procedures. Methods An e-questionnaire was sent to 57 fourth-year and 45 fifth-year dental students. It comprised questions regarding demographic data and difficulties faced during different steps of the endodontic treatment. The responses were recorded on a 5-point Likert scale. During dichotomization, responses where one and two were chosen were considered yes whereas responses where three, four, and five were chosen were considered no. The sample size (SS) calculated using the Qualtrics SS calculator was 89. Data were analyzed using SPSS version 20. Frequencies and percentages were calculated. A p-value of less than 0.05 was considered significant. The chi-square test was applied for comparison based on the students' academic year and genders. Results Ninety students responded with an 88.2% response rate. Most students reported not facing any difficulty in differentiating healthy pulp and periapex from conditions of pulp pathosis (78.9%) and periapical pathosis (75.6%). Most males found access opening and de-roofing of the pulp chamber (35.6%) and working length determination (31.1%) difficult. Females reported having difficulty mostly in mesial and distal shift radiograph techniques (55.6%) and access openings (51.1%). No statistical difference was found based on an academic year or gender except in the use of mesial and distal shift techniques for radiograph acquisition Conclusion Assessing difficulties encountered by students during endodontic therapy can aid in the development of teaching strategies for preclinical and clinical instruction. Mesial and distal shift techniques, access cavity preparation, and working length determination are areas requiring more focus in the training process.

Effect of Dental Environment Stressors and Coping Mechanisms on Perceived Stress in Postgraduate Dental Students

Aim and objective

To investigate the effect of dental environment stressors and coping mechanisms on perceived stress in postgraduate dental students.

Materials and methods

This cross-sectional study enrolled 250 postgraduate students from four dental colleges. Modified dental environment stress (DES) questionnaire was used to study the dental environment-related stressors, perceived stress score (PSS) to measure the extent of stress perception, and brief COPE (BC) scale to measure the use of various coping strategies deployed to combat stress. An independent T-test was used to determine the associations of these measures with gender and marital status and one-way ANOVA for associations with year of study. Hierarchical regression was used to determine the effect of demographic factors, career-related psychological background, health-related habits, DES, and BC score on PSS.

Results

“Synopsis, thesis, library dissertation” and “lack of adequate infrastructure” were reported as the highest stressors by the postgraduate students. Only 4.8% of respondents perceived low stress, while 65.2% perceived high stress. A high correlation between the DES score and PSS was observed. Active coping, acceptance, and positive reframing were the most commonly utilized coping strategies. Planning and use of emotional support were the only coping strategies that were significant negative predictors of PSS. Problem-focused coping strategies had a positive, but non-significant correlation with PSS, while emotion-focused coping strategies had a significant negative correlation with PSS.

Conclusion

Postgraduate dental environment causes a high-stress perception in students and reactive coping strategies have only a limited role in reducing stress perception.

How to cite this article

Sikka N, Juneja R, Kumar V, et al. Effect of Dental Environment Stressors and Coping Mechanisms on Perceived Stress in Postgraduate Dental Students. Int J Clin Pediatr Dent 2021;14(5):681–688.

Systematic review of noncognitive factors influence on health professions students' academic performance

Increased importance has been placed on noncognitive skills in professional development and by accrediting bodies of health professions programs in recent years. Therefore, the purpose of this study was to conduct a comprehensive systematic review of evidence examining effects of academic resilience, grit, perceived stress, locus of control, and Big Five Personality Traits on academic performance of health professions students. A literature search of peer-reviewed, English-language articles describing select noncognitive factors was performed using seven databases. Searches were performed from the earliest index date through May 2020. The following data from included studies were extracted and summarized: research design hierarchy, hierarchy of study outcomes (modified from Kirkpatrick), association between noncognitive factors and academic outcomes, and quality assessment criteria. 149 articles met inclusion criteria. Almost 80% of studies were Level III (observational). Medical students were the most frequently studied population (n = 73 articles). The most studied academic outcome was grade point average (n = 61). Perceived stress and Big Five Personality Traits accounted for greater than 50% of studies. Most studies were rated as fair to good quality. Associations between noncognitive factors and academic outcomes were largely inconsistent, although greater perceived stress was generally associated with poorer academic performance outcomes, while higher conscientiousness, academic resilience, and grit were generally associated with better outcomes. This systematic review represents a large body of evidence concerning select noncognitive factors and their association with academic performance of health professions students. Support services addressing noncognitive factors should be deliberated and tailored for specific health professions education programs and student populations.

The Impact of Self-Efficacy, Optimism, Resilience and Perceived Stress on Academic Performance and Its Subjective Evaluation: A Cross-Sectional Study

This study aimed to highlight the contribution of self-efficacy, optimism, resilience and perceived stress on academic performance (GPA) at medical undergraduate students. Additionally, we investigated the relationship established between abovementioned variables, gender and position in the academic cycle and the factors associated with satisfaction regarding own academic results. 118 students (25 men, 93 women, mean age 22.863, SD = 1.763) participated in the study. They were administered the General Self-Efficacy Scale (G-SES), the Revised Life Orientation test (LOT-R), the Brief Resilience Scale (BRS) and the Perceived Stress Scale (PSS). t, Wilcoxon-Mann-Whitney, chi-square tests, and linear regressions were performed, in order to test the strength of the hypothesized associations. Data analysis demonstrates a significant association between low optimism, low resilience, high perceived stress and poor academic performance. Even though preclinical students displayed greater perceived stress, it negatively correlated to GPA only in clinical students, this indicating a possible accumulation of stress-related effects. No gender differences were met for the studied variables. Students in clinical cycle were significantly less satisfied about their own performance. These results indicate solid associations between psychosocial variables and academic performance, and differences in the subjective evaluation of own performance, suggesting key points to address, when designing interventions against academic stress.

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

INTRODUCTION

With the aim of optimising dental education without overburdening students, new legislation restructuring the undergraduate dental curriculum in German is under way. The goal of this study was to survey the current situation of dental students at one specific university with respect to their socio-economic background, admission to dental school, curriculum perception and work-life balance.

MATERIALS AND METHODS

An online questionnaire was presented to all undergraduate students enrolled at Saarland University who had at least completed the first preclinical practical course in dentistry.

RESULTS

A response rate of 85% was reached with two-thirds of the student body being females. The profession of 40% of students' parents either was physicians or dentist. Students reported a slight reduction in time spent for leisure activities during their studies, however, with sports activities hardly being affected. With respect to a proper work-life balance, almost 50% of respondents considered their clinical workload as being too high. Students did not express a clear opinion regarding curriculum structure, whilst the content mostly satisfied their expectations (59%). The majority (71%) of students considered their preclinical training as being demanding whilst less than 3% fully agreed that preclinical training provided an optimal background for patient treatment. The learning modules in the first clinical semester were considered as being adequate by 56% of students. Examinations during courses were seen as properly reflecting the students' knowledge by 79% of students.

DISCUSSION

The status quo of German dental students is characterised by a high workload affecting the students' work-life balance and by a transition between preclinical and clinical education which only about half the student body perceives as being adequate. Patient-based examinations obviously are not considered as being problematic.

Perceptions of students on a stand-alone dental materials course in a revised dental curriculum

BACKGROUND

The Dental Materials (DM) course was introduced as a stand-alone course in 2013, at the University. Prior to that, DM was integrated into clinical courses.

OBJECTIVE

To determine the perceptions of the Bachelor of Dental Science (BDS2 to BDS5) students on a stand-alone DM course following curricular amendment.

METHODS

This was a cross-sectional study, in which a simple random sampling strategy was used, with forty-six students participating. The study was conducted in 2017. A self-administered, structured, validated questionnaire was used to collect data. The obtained data were summarised and analysed using descriptive and inferential statistics (one-way ANOVA).

RESULTS

The study was conducted on Bachelor of Dental Science (BDS2 to BDS5) students. A response rate of 49% from the administered questionnaires was achieved. The overall perception, total mean percentage score of 71.4% was obtained showing a generally positive view on the relevance of the course by students. A total mean percentage score of 74.1% showed the students' view that the DM course was well managed whilst a total mean score of 56.7% expressed the overall view on the reintegration of DM into clinical courses.

CONCLUSION

The students felt that DM was relevant and it could continue as a stand-alone course. They perceived that the course was run effectively and managed well, but they had conflicting views on reintegration of the course into clinical modules. Studies with larger sample sizes at other Dental Schools are recommended to determine similarity of results.

Stress and its association with academic performance among dental undergraduate students in Fujian, China: a cross-sectional online questionnaire survey

BACKGROUND

The aim of this study was to investigate the amount and sources of stress in dental undergraduate students in Fujian, China, and the factors associated with stress.

METHODS

This cross-sectional study was conducted during the second semester of the 2017-2018 academic year at the School of Stomatology, Fujian Medical University, China. A total of 396 students were surveyed with the Dental Environment Stress Questionnaire (DES) and the Perceived Stress Scale (PSS) using an online survey system. The participants' demographic information, including sex, age, year of study, and grade point average (GPA) was also collected. One-way analysis of variance (ANOVA) was performed to compare the stress scores. Pearson correlation and multiple linear regression analyses were conducted to explore the associated factors of stress and academic performance. All statistical analyses were performed at a significance level of 5%.

RESULTS

A total of 347 undergraduate students participated in the present study, for a response rate of 87.6%. There were no significant differences in the DES and PSS total scores among students of different grades and sexes. Significant differences were found in the DES "workload" and "self-efficacy beliefs" scores among students from different study years (all P < 0.05). The Multiple linear regression showed that DES and PSS scores were negatively correlated with GPA, while sex was positively correlated with GPA (all P < 0.05). Female students had significantly higher GPAs than male students.

CONCLUSIONS

Dental undergraduates in Fujian, China experienced moderate levels of stress. While the amount of stress did not differ by year of study, the sources of stress did differ. Stress scores and sex were negatively correlated with academic performance.