| Abstrakt: |
Introduction: Dentistry is known as the most challenging and stressful profession. Dental education enhances students' ability to provide high-caliber work in the clinical field. To fulfill this criterion, students are required to develop professional conduct, competencies, and psychological and cognitive abilities in due course of time. The shift from preclinical to clinical is considered one of the most crucial stages for dental undergraduates. During this period, individuals often experience unique emotional and social challenges, leading to stress, anxiety, and depression. Aim: The aim of this study is to assess the perceived stress levels, psychosocial impacts, as well as depression and anxiety levels among dental undergraduates during their transition from preclinical (2nd year) to clinical (3rd year) practice. Materials and Methods: A cross-sectional questionnaire-based study was conducted among second and third-year dental undergraduates from different dental colleges in South India from February 2022 to June 2022. Two questionnaires, the Dental Environmental Stress (DES) scale (25 items) and the Depression Anxiety Stress Scale (DASS) (21 items), were utilised to measure stress, depression, and anxiety levels. The questionnaire was designed using Google Forms and distributed via WhatsApp. The snowball sampling technique was used, and data from 489 self-selected participants were collected and sent for statistical analysis. Descriptive statistics (mean, 95% Confidence Interval [CI]) were used to identify major stressors and their perceived magnitude. The responses were recorded on a 4-point Likert scale. Results: This study included a total population of 489 participants, with 360 (73.6%) females and 129 (26.3%) males, respectively. According to the DES results, the educational environment and clinical domain were the most stressed domains, with mean values of 1.7859±0.47929 and 1.7639±0.43729, respectively. The top five stressors identified were lack of relaxation time, fear of failure, financial burden, assigned work, and examinations/grades. The DASS results revealed the highest prevalence of stress (15.22±5.92), followed by anxiety (13.39±6.01) and depression (12.60±8.66). Conclusion: The results of this study indicate that dental undergraduates experience higher levels of perceived stress, psychosocial effects, depression, and anxiety during the transition from preclinical (2nd year) to clinical (3rd year) practice. Structured student support systems, such as counselling programmes and effective communication skills, can help create an environment that reduces stress and enhances student well-being. [ABSTRACT FROM AUTHOR] |
