Self-Perceived Impact of COVID-19 Pandemic by Dental Students in Bucharest

Psychological Impact of COVID-19 on Dental Graduates: A Cross-Sectional Study

Background The pandemic-induced physical closure of educational institutions led to challenges for senior dental students that might affect their psychological status. This study aimed to assess stress, anxiety, and subjective worries among dental interns post-COVID-19. Methodology A self-structured questionnaire was sent to Alexandria University and Taibah University dental interns. The questionnaire included sociodemographic data, self-reported comorbidities, behavioral risk factors, Kessler Psychological Distress Scale (K-10), Generalized Anxiety Disorder 7-Item (GAD-7) scale, and future subjective worries regarding the dental profession post-COVID-19. Results A total of 129 interns participated, with the majority (79.1%) being females. Overall, 90.7% were unmarried, 80.6% lived with a family, 93.8% were free from systemic comorbidities, 82.17% were satisfied with their current life, and 63.6% felt positive quite often. K-10 distress levels were reported as very high (38%) and high (33.3%), and perceived satisfaction with current social life was significantly associated with moderate-to-high distress levels. Feeling positive about life quite often was significantly associated with very high distress levels. Mild GAD-7 anxiety levels were reported in 40.3% and were significantly associated with females, who perceived positive satisfaction with their current social life and felt positive about life. Most agreed that their profession would be risky, their ability to perform their job to the best would be jeopardized, and they would need extra precautions in clinical training post-COVID-19; however, they disagree with postponing their training until COVID-19 cases declined entirely. Conclusions Dental interns were affected by the lockdown, especially female interns. Psychological therapy is advised for stressed dental students.

Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students' Perspective

BACKGROUND

COVID-19's high transmissibility led to gathering restrictions where dental schools experienced disruptions due to restrictions on attending in-person lectures and limitations placed on applied preclinical and clinical activities. Students not only had to rapidly switch to digital technology-based learning (TB-learning) modules but also experienced high levels of social isolation and anxiety around virus transmission.

OBJECTIVE

This study aims to evaluate the preclinical students' perception of switching TB-learning modules amidst the COVID-19 pandemic, identifying which module parameters were associated with strong student outcomes.

METHODS

A web-based survey of 39 Likert scale questions was delivered to preclinical dental students (Western University) to evaluate students' perceptions concerning TB-learning, fear amidst the COVID-19 pandemic, and the impact on their preclinical training. A Spearman rank correlation coefficient was determined to estimate the relationship between 2 variables in isolation (P=.01). An ordinal regression analysis was performed on variables of interest to determine how module variables (typically within the instructor's control) influenced the student outcomes (P=.05).

RESULTS

The response rate was 30% (n=39). TB-learning was considered vital (34/39, 87.2%) as the students' education improved (18/39, 46.2%). However, 53.8% (n=21) of students showed increased difficulties in retaining, visualizing, or understanding the materials using TB-learning, and 64.1% (n=25) found it more difficult to concentrate than in in-person classes. In total, 79.5% (n=31) of students showed different levels of agreement about feeling fatigued from TB-learning. Through Spearman ρ correlation analysis, the quality of questions in quizzes (ρ=0.514; P<.001), relevant handouts (ρ=0.729; P<.001), and high-quality audiovisuals (ρ=0.585; P<.001) were positively correlated with students responding that the modules were useful to preclinical training. Similarly, good organization (ρ=0.512; P<.001), high-quality questions in quizzes (ρ=0.431; P=.01), and relevant handouts (ρ=0.551; P<.001) were positively correlated with web-based classes as an effective way to learn. In total, 91.6% (n=36) of the students agreed that COVID-19 was a dangerous disease, whereas 53.8% (n=21) showed different levels of agreement that they were afraid to be infected personally, and 69.2% (n=27) feared passing COVID-19 along to family and friends. A total of 82.1% (n=32) of the students showed that COVID-19 impacted their overall learning process and had a negative impact on their practical preclinical training (31/39, 79.5%).

CONCLUSIONS

The students found a difference between TB-learning and face-to-face learning methods, where the students perceived fatigue toward the web-based method with difficulty concentrating and visualizing the subject. Moreover, there was a consensus that COVID-19 itself affected the students' overall learning process and preclinical training. As dental schools continue implementing TB-learning into their curriculum, this investigation identifies the students' struggles with the paradigm shift. In an effort to improve TB-learning, this work highlights 4 variables (organization, quizzes, quality handouts, and quality audiovisuals) within the control of instructors that can help improve content deliverance, improving the students' experience.

Clinical activities suspended: How the COVID-19 affected the self-confidence of Italian dental students

INTRODUCTION

COVID-19 emergency caused several effects on the dental educational system, especially affecting courses including practical activities. The study aims to evaluate the impact of the suspension of dental clinical activities on the Italian dental students' self-confidence. Furthermore, the other purpose of the research is to find an integrative didactics solution to improve the clinical training of dentistry during the COVID-19 pandemic.

MATERIALS AND METHODS

A questionnaire was administered to evaluate the impact of the suspension of clinical activities on dental students' self-confidence. A 67-questions survey tested the students' self-confidence in several dental disciplines (Conservative Dentistry, Endodontics, Oral Surgery and Dental Emergency). The study reached a sample of 193 dental students and the answers from 9 different Italian dental schools were analysed.

RESULTS

The degree of students' self-confidence for all the dental disciplines investigated was found statistically different between the periods before and after the interruption of clinical activities. The students proposed, as a potential solution to improve their practice during the COVID-19 pandemic, to combinate the use of a video tutorials and dental simulators.

CONCLUSION

The interruption of the training in clinical practice significantly affected the educational career and the self-confidence of students. An alternative teaching method involving the use of video tutorials as support in teaching clinical procedures deserves to be considered.

Romanian dental students' learning experience related to lifestyle changes imposed by Covid-19 lockdown

Background and aim

The SARS-CoV-2 outbreak in Romania was followed by the declaration of an Emergency State and the subsequent lockdown. As all the schools and universities ceased onsite activities, the teaching process continued exclusively online, on different platforms, such as Microsoft Teams or Zoom.

Objectives

The aim of this cross-sectional study is to evaluate how the lifestyle changes imposed by the Covid-19 lockdown and online lectures influenced the learning experience of Romanian dental students, as their point of view could bring new information which might contribute to improving the teaching process.

Methods

The questionnaire had 28 items, each with either a Likert Scale or a multiple-choice option and was distributed in April 2020, one month after implementation of circulation restrictions and social distancing.

Results

Compared to classical teaching, we found that the online teaching process had a lower efficiency, with a higher satisfaction level for online courses, but lower for online practical teaching activities. The absence of human interaction was found to be detrimental to the teaching process.

Conclusion

Despite the lower efficiency of online learning, it was a good alternative that helped students continue their education in the situation created by the outbreak of Covid-19. For higher learning efficiency, a compromise method consisting of online courses and onsite practical training could be a better alternative.

Stressors and mental health impacts of COVID-19 in dental students: A scoping review

OBJECTIVE

The COVID-19 pandemic has led to mental health hazards to healthcare providers in general and to undergraduate dental students. The present study undertakes a scoping review to identify and discuss the mental health issues and stressors impacting dental students globally during the COVID-19 pandemic.

METHODS

A systematic search following the Joanna Briggs Institute's framework for scoping reviews was conducted on Embase, MEDLINE by Ovid, Web of Science, PsycInfo, CINAHL, and ERIC to identify peer reviewed publications published globally since the onset of the COVID-19 pandemic in March 2020 until June 22, 2021. Manual search was also performed on Google scholar. Eligible studies were selected based on the predetermined set of criteria and focused specifically on mental health issues experienced by undergraduate dental students in the context of COVID-19.

RESULTS

Fifty-five publications were retained. Fifty-one reported stress, anxiety, or depression experienced by undergraduate dental students during the pandemic. Twenty-five studies employed validated psychometric instruments to explore mental health status among the same students. A total of 28 publications reported that the predominant concern for students was fear of infection, especially during patient interaction. Adapting to virtual learning, clinical skill deficit due to lack of/limited practical training and social isolation were other majorly reported stressors.

CONCLUSIONS

Many mental health issues and stressors related to the COVID-19 pandemic have been identified. Mitigation of COVID-19-related stressors on dental students' mental health should be a priority across all dental academic institutions. Continued efforts should be made to create a supportive learning environment.

The Impact of the COVID-19 Pandemic on Quality Education of the Medical Young Generation

(1) Generating the need to impose social distancing to reduce the spread of the virus, the COVID-19 pandemic altered the ways in which the teaching process normally happens. The aim of our study was to determine the impact of online teaching on medical students during this period. (2) Our study included 2059 medical, dental and pharmacy students from the University of Medicine and Pharmacy "Grigore T. Popa", Iasi, Romania. We used a modified metacognition questionnaire after translation into Romanian and validation. Our questionnaire included 38 items, and it was divided into four parts. Academic results and preferences regarding the on-site or online courses, information regarding practical training, self-awareness in terms of one's feelings such as anger, boredom and anxiety and also substance use linked to online teaching, and contextualization of the relationship with colleagues, teachers, friends and family were among the most important points evaluated. A comparison was made between preclinical and clinical students. A five-item Linkert-like scale was used for rating the answers in the last three parts that evaluated the impact of the SARS-CoV-2 pandemic on the educational process. (3) Preclinical medical students, compared to preclinical dental students, obtained statistically significant improvements in their evaluation results, with fewer failed exams (p < 0.001) and with similar results being obtained by comparing dental with pharmacy students. All students obtained statistically significant improvements in their academic results during the online evaluation. A statistically significant increase in anxiety and depression with a p-value of <0.001 was registered among our students. (4) The majority found it difficult to cope with this intense period. Both teachers and students found it difficult to adjust on such short notice to the challenges posed by the new concept of online teaching and learning.

Perceptions and Expectations of Academic Staff in Bucharest towards the COVID-19 Pandemic Impact on Dental Education

Dental education was severely challenged by the COVID-19 pandemic worldwide. The evaluation of the viewpoint of the dental teachers of the Faculty of Dentistry at "Carol Davila" University of Medicine and Pharmacy in Bucharest, Romania, on these exceptional circumstances' consequences was the objective of this paper. A cross-sectional study was conducted in April 2022, on the academic staff who reported their perceptions of the emotional and educational impact of the pandemic by completing a Google Forms questionnaire. Although a significant emotional impact of the pandemic was reported by over a third of the participants (31.2%), most of them being teachers of fifth-year dental students (p = 0.019), the perceived stress had an impact on the teaching performance in few of them (14%), the quality of sleep remaining unaffected in most of them (53.7%), whereas the level of anxiety was low (57%). An educational impact regarding the techno difficulties during the online transition was mentioned by few respondents (16.1%), with male teaching staff facing the fewest problems (p = 0.024), as well as low levels of difficulties in transmitting academic information (11.9), with men also being the most unaffected (p = 0.006). More than half of the participants (59.1%) rather see digital and/or virtual education during the pandemic as having adverse effects on the educational system, the most sceptical being teachers of the fifth (p = 0.001) and sixth years (p = 0.001). The COVID-19 pandemic affected the academic staff of the Faculty of Dentistry at "Carol Davila" University of Medicine and Pharmacy in Bucharest, Romania, not only at a personal level but also at a professional, pedagogical one, due to the introduction of the online teaching system followed by the hybrid one. Age group, gender, and teaching year differentiated the degree of emotional and educational impairment.

The impact of distance education on nursing students course performance in a sino-foreign cooperative program during the onset of COVID-19: a quasi-experimental study

BACKGROUND

The outbreak of COVID-19 changed many studies' teaching mode in higher education profoundly, including nursing. This study evaluated the impact of distance education on the course performance of nursing students in a nursing fundamentals course during the epidemic of COVID-19.

METHODS

This is a comparative prospective and retrospective quasi-experimental study. Nursing students in a Sino-foreign cooperative program were allocated to either an intervention group (distance education, n = 48) or control group (face-to-face teaching, n = 36). A self-efficacy questionnaire, an academic engagement scale and grades of the final written examination were used to evaluate the students' self-efficacy, academic engagement and academic performance, respectively. The data in this study were analyzed by two independent sample t-tests and the Chi-square test. Students experiencing distance teaching had worse academic performance (p = 0.001) and lower levels of learning behavior self-efficacy (p<0.05). The total score of academic engagement (p = 0.04) for students experiencing distance teaching were significantly lower than the scores of those students in the control group.

CONCLUSIONS

In the context of COVID-19, nursing students conducted using distance education had poor course performance.

Dental Students' Attitudes and Perspectives regarding Online Learning during the COVID-19 Pandemic: a Cross-sectional, Multi-university Study

Objectives

The aim of the study was to evaluate the attitude and perspectives of dental students of four Croatian universities towards online learning during the COVID-19 pandemic.

Material and methods

An anonymous internet-based survey was administered to undergraduate dental medicine students at the Universities of Zagreb, Rijeka, Split and Osijek. The 29-item questionnaire collected data on students' demographics, online learning organization and management, and perception of online classes.

Results

Five hundred and four participants (85.1% female) took part in the survey. The majority of the participants (63.5%) were from the University of Zagreb. 39.6% of students reported agreement regarding online learning satisfaction. Individual university satisfaction ratings on overall online learning were: Osijek 3.69, Zagreb 3.22, Split 3.05 and Rijeka 2.64. Most students considered that lectures (82.9%) and seminars (78.9%) could be successfully delivered in an online learning format. The online learning format cannot successfully deliver laboratory, preclinical, clinical practicals or clinical clerkship, as agreed by more than 80% of the total student sample. 60% of students consider online learning a valuable alternative to face-to-face instruction.

Conclusion

Online learning was highly praised for educational formats such as lectures and seminars, and was considered a useful substitute for conventional learning. Conventional practical courses cannot be substituted with online learning. Overall perspective about online learning was mixed among the students of four universities. The findings of the present study can serve to help individual universities address the shortcomings and reinforce the strengths of their OL programs.

The Influence of Preventive Activities on Stress Perception among Dentistry Students in the Period of the COVID-19 Pandemic

BACKGROUND

The COVID-19 pandemic resulted in the strengthening of the earlier stressors and the appearance of new pandemic-related stressors. Many students of dentistry fit the profile of a group who are particularly susceptible to stress related to the pandemic. Thus, it was necessary to implement preventive activities, reducing their stress perception. This was understood as a means of significantly influencing the student's well-being, thus improving the quality of education. Therefore, the aim of the study was to assess the impacts of implemented preventive activities on stress perception among students of dentistry during the pandemic, as well as their influence on this assessment of the selected students' personal experiences regarding the pandemic.

METHODS

The study was performed one year after the outbreak of the pandemic on students of dentistry at Jagiellonian University Medical College, Krakow, Poland. It consisted of the completion of a self-designed, voluntary, anonymous, online questionnaire. The respondent's task was to assess the influences of implemented preventive activities on stress perception using a five-point scale. The activities were divided into external (national, global) and internal (institutional). The material was statistically analysed for all students, including pre-clinical and clinical groups. Additionally, the impact of the selected students' personal experiences regarding the COVID-19 pandemic on the assessment was studied.

RESULTS

All preventive activities (in total) significantly reduced stress perception (p ≤ 0.001), but the intensity of their impacts (mean rank) was different. The most highly assessed activities were all external preventive activities, with the greatest intensity belonging to the prospect of receiving vaccination against SARS-CoV-2. The remaining external activities were the prospect of developing an effective COVID-19 treatment and the increase in knowledge about SARS-CoV-2. The internal activities were assessed and ascribed lower positions, with the exception of the theoretical classes held online. This activity was placed slightly lower than the highest-rated activity, the prospect of receiving vaccination.

CONCLUSIONS

The studied preventive activities reduced stress perception with different levels of intensity. The highest-ranked activities were external activities. One exception was the theoretical classes held online, an internal activity. Due to the lower impact of the internal activities and the ability to modify them by the educators, there is a need to strengthen their effectiveness. The possibility of monitoring and tailoring some preventive activities to the students' needs was the practical aspect of the conducted study. Students' personal experiences related to the COVID-19 pandemic influenced their assessment of the preventive activities, in some cases significantly.

The psychological impact of social distancing related to the covid-19 pandemic on undergraduate and graduate students in Brazil

Aim: To evaluate the psychological impact of COVID-19 on undergraduate and graduate students of the Dental School of Ribeirão Preto, University of São Paulo. Methods: Three questionnaires were used: sociodemographic, WHO Abbreviated Quality of Life Inventory, and General Anxiety Disorder-7. Data were analyzed using Graph Pad Prism 7a (α = 5%). Mann-Whitney or Kruskal-Wallis and Dunn post-tests were used for statistical comparisons. The Spearman test was used as the correlation test. Results: 257 students responded to the online form that assessed their quality of life and anxiety level. On a scale from 1 to 100, with 100 being the best quality of life, the average obtained was 64.71 (± 13.36). In addition, 87.6% of the students rated their quality of life as good or very good. 74.7% reported good or very good health. The anxiety analysis resulted in an average of 10.04 (± 4.5), indicating moderate anxiety levels. There was an inversely proportional correlation between age and degree of anxiety (p = 0.008, r = -0.1628) and self-perceived learning and student commitment (r = 0.69). Conclusion: Despite the good quality of life and the students’ good self-perception of health, they showed a moderate degree of anxiety during the social distancing caused by COVID-19, also demonstrating a decrease in interest and commitment during distance education.

Probable Bruxism and Psychological Issues among Dental Students in Serbia during the COVID-19 Pandemic

The COVID-19 pandemic has drastically changed the routine way of life, having consequences in many segments of life, including dental practice and education. The aim of this study was to evaluate the frequency of probable bruxism in a sample of dental students in Serbia and to estimate the potential association between psychological factors related to the COVID-19 pandemic and the presence of bruxism. A cross-sectional study included 178 dental students in Serbia, who were interviewed using a specially-designed self-administered online questionnaire, which consisted of three sections, and after that, a clinical examination for the presence of bruxism symptoms in the oral cavity. Psychological status was evaluated using the Depression, Anxiety and Stress Scale-21 (DASS-21) and the Fear of COVID-19 Scale (FCV-19S). Saliva samples were taken to analyze salivary cortisol levels. The prevalence of probable bruxism was 34.8%. Respondents with probable bruxism had significantly higher DASS-21 and FCV-19S scores and mean values of salivary cortisol compared to non-bruxers. A history of COVID-19 infection, high stress, and fear of COVID-19 scores were associated with the presence of probable bruxism. The findings suggest that the COVID-19 pandemic has had a great psychological impact and impact on the presence and worsening of bruxism symptoms in a sample of dental students in Serbia.

Psychological Impact of the COVID-19 Pandemic on Students, Assistants, and Faculty of a Dental Institute of Saudi Arabia

This study aimed to assess the perceived stress levels in students, assistants, and faculty members of the College of Dentistry, Imam Abdulrahman Bin Faisal, University (IAU), Kingdom of Saudi Arabia (KSA) during the novel coronavirus disease 2019 (COVID-19) pandemic. Using the Cohen's perceived stress scale (PSS) questionnaire (consisting of 14 items, hence called PSS-14), an online observational survey was conducted. The PSS 14 was rated on a 5-point Likert scale ranging from 0 (never) to 4 (very often). The scores ranging from 0-18 represented low stress, 19-37 represented moderate stress, and 38-56 represented high stress. The second-and third-year students were designated as junior year students, while fourth-year onwards were considered senior year students. Out of total 265 participants, 65% (173) were female, and the majority of the participants were dental students 70% (185) with a mean age of 26.71 ± 9.26 years. In the present study, the average PSS score for the participants was computed as 29.89 (range score: 0-56) which shows moderate stress levels among the respondents. The PSS score for the students was 31.03; for the faculty, it was 28, while for the assistants, it was 27.05. Among the three participant groups, the students were found more on the severe stress side (19%) (p-value = 0.002), and among them, the senior year students (6th year) showed significantly higher stress levels compared to the junior year students (p-value = 0.005). Age-wise, the participants below 20 years were most stressed (21%), followed by those 20-30 years old (18%). Female participants were more severely stressed than males (17% vs. 10%, respectively). It was concluded that the students experienced more stress, followed by the faculty members and dental assistants. In addition, younger participants, females, and senior year students were more stressed than their counterparts. Future studies directed at evaluating stress levels of these groups from different dental institutes could provide an opportunity for policymakers to offer various resources to improve their mental health.

Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers' Academic Emotions and Learning Satisfaction

Academic emotions refer to the emotions related to achievement activities or outcomes. Academic emotions are directly related to learning performance and have been recognized as critical to learners’ learning satisfaction and learning effectiveness in the online learning context. This study aimed to explore the relationship between academic emotions and learning satisfaction and their underlying mechanisms in massive open online courses (MOOCs) learning context using mediation models. This study adhered to the theoretical frameworks of the control-value theory (CVT) and the unified theory of acceptance and use of technology (UTAUT). Participants were 283 pre-service teachers who volunteered from a normal university in Southwestern China. Results revealed that: (a) academic emotions did not predict learning satisfaction; (b) learning interest and technology acceptance fully mediated the influence of academic emotions on learning satisfaction; (c) the four dimensions of technology acceptance did not mediate the relationship between academic emotions and learning satisfaction. This study integrated CVT and UTAUT models, and the results emphasized the importance of academic emotions and learning satisfaction in CVT and provision of additional support for UTAUT. Therefore, these findings have significant implications for improving the quality of MOOCs in the post-pandemic era.

Extreme Situation Experienced by Dental Students of the Medical University of Silesia Due to the SARS-CoV-2 Epidemic during the First Lockdown

The pandemic declared in many countries in 2020 due to COVID-19 led to the freezing of economies and the introduction of distance learning in both schools and universities. This unusual situation has affected the mental state of citizens, which has the potential to lead to the development of post-traumatic stress and depression. This study aimed to assess the level of stress in dental students in the context of the outbreak of the SARS-CoV-2 virus pandemic. A survey on the PSS-10 scale was prepared to measure the level of perceived stress. The study included 164 dental students at the Faculty of Medical Sciences of the Medical University of Silesia in Katowice, Poland. The results showed the impact of COVID-19 on the stress of students, with 67.7% reporting high levels of stress. The study also revealed that stress was higher among older female students. This paper recommends that the university provide more intensive psychological care as psychological first aid strategies in epidemics or natural disasters and to consider telemedicine in order to deliver services due to the limitations of the pandemic.

Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries

The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic's first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher's active role in the process of online education, and the overall system quality, while the students' digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students' performance was strongly mediated by their satisfaction with e-learning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.

The Impact of the COVID-19 Pandemic on Dental Education: An Online Survey of Students' Perceptions and Attitudes

Purpose: Dental education institutions worldwide experienced disruptive changes amid the COVID-19 pandemic, with a rapid switch to the online learning format. Thus, this study aimed to assess the impact of the COVID-19 pandemic on dental education and evaluates the perceptions and attitudes of students towards the introduction of online learning in the School of Dental Medicine in Zagreb, Croatia. Methods: A survey was conducted on a population of undergraduate students. It was comprised of perceptions and attitudes of students on the impact of the COVID-19 pandemic on their psychoemotional status, changes introduced in the educational system, and online learning in particular. Results: Of the 352 students that completed the survey, 66.2% of students reported being psychoemotionally affected by the lockdown. The most significant impact of the switch from in-person to online learning was observed in terms of missing contact with lecturers (60.3%) and peers (90.3%) and loss of practical courses, regarding which 65% of students agreed that they could not be compensated. While only 36.1% reported that online teaching fully met their expectations, the majority of the students (61.9%) agreed that online lectures were as valuable as in-person lectures and that the theoretical courses could be carried out online in the future as well (69.9%). Conclusions: Students reported relative satisfaction with changes in the learning format and a positive attitude towards online learning; however, several challenges and obstacles were identified.

Dental Students in Germany throughout the COVID-19 Pandemic: A Psychological Assessment and Cross-Sectional Survey

Multiple investigations have reported high psychological distress among students since the coronavirus (COVID-19) outbreak started. This survey examined the associations between psychological features, and several demographic and social factors among dental students in German universities. Dental students registered in German universities nationwide were asked to join this survey via a self-directed online questionnaire, from July 2020 to January 2021. This study assembled data on demographic statistics, the depression anxiety stress scales (DASS-21), and the impact of events scale-revised (IES-R) instrument. The relationships between demographic-related variables and mental consequences of depression, anxiety, stress, intrusion, avoidance, and hyperarousal were inspected. Two hundred and eleven students contributed to the questionnaire and conveyed overall normal or mild outcomes of depression, anxiety, stress, intrusion, avoidance, and hyperarousal. In addition, female gender, cardiovascular diseases, smoking habits, and seeing the COVID-19 outbreak as a financial risk were stated as significant related factors (p < 0.05), with increased IES-R and DASS-21 scores. These results highlight the features that should be considered to better protect dental students' mental health in German universities during the crisis.