Correlation of stress and work load in dental students during clinical academic years

• Main Authors: Carolina Duarte, Hala Zakaria, Eman Mahdi, Shato Othman, Noura Ali
• Format: Article
• Language: English
• Published: Wolters Kluwer Medknow Publications 2020-01-01
• Series: Hamdan Medical Journal
• Subjects: academic workload; effort; reward; stress
• Online Access: http://www.hamdanjournal.org/article.asp?issn=2227-2437;year=2020;volume=13;issue=1;spage=39;epage=45;aulast=Duarte
• ISSN: 2227-2437; 2227-247X

Context: Stress produces physical and mental effects that can affect student academic performance, social interactions and overall quality of life. Identification and treatment of stressed individuals are necessary during clinical training. Aims: The purpose of this study was to assess and correlate the perceived stress levels and work load observed in dental students. Subjects and Methods: Students were assessed using the Perceived Stress Scale and Effort-Reward Imbalance questionnaires to evaluate the level of general stress and academic-related work load/satisfaction, respectively. Data was collected before, during and after examinations in students from the third to fifth year of the BDS programme. Results: The perceived stress was correlated primarily with student's effort and commitment, and increased with academic progression. Changes in blood pressure or body temperature did not correlate with stress in a consistent manner. Perceived stress was significantly higher during examination periods while the effort-reward index was higher in students before or after examinations. Few students were classified as being stressed or dissatisfied significantly more than what was considered normal for their peers. Conclusions: Stress experienced by dentistry students may be greatly influenced by their effort and commitment. The level of stress experienced may not be severe enough to produce a physical response that may affect overall health; however, some students may experience periods of stress or dissatisfaction that are significantly higher than the norm and may be at risk of burnout. The stress scores and effort-reward indexes had a tendency to increase with academic progression and with demanding academic periods.