Background Dental education is considered a highly stressful training process that can lead to high levels of stress, anxiety and depression, which can affect wellbeing and performance. Moreover, after the completion of training, working as a dentist is a stressful occupation due to direct interactions with patients and the necessity of carrying out complicated dental procedures in the vulnerable area of the patient’s mouth. Therefore, the aim of this study was to evaluate stress, anxiety, and depression levels experienced by dental students compared to those among dentists. Methods A cross-sectional survey was carried out involving 42 general dentists (graduates of Tel-Aviv University) and 73 dental students in their clinical years (fifth and sixth years at Tel-Aviv University). Psychological wellbeing was assessed using the Depression Anxiety Stress Scale (DASS-21), which measures the severity of psychological distress via a reliable self-rating questionnaire. Results The overall prevalence of depression, anxiety, and stress among dental students was 54.79%, 58.9%, and 57.53%, respectively, and the overall prevalence of depression, anxiety, and stress among dentists was 23.8%, 21.5%, and 21.4%, respectively. Significant differences were found in relation to DASS categories (normal, mild, moderate, severe, and extremely severe) for depression (p = 0.005), anxiety (p = 0.003), and stress (p = 0.002), with higher levels of psychological symptoms of anxiety, stress, and depression observed in clinical dental students and lower levels observed in dentists. No significant differences were found between male and female participants regarding mean DASS scores for depression, anxiety, and stress across all study groups (p > 0.208). Conclusions High levels of depression, anxiety, and stress were observed in clinical dental students. However, these levels significantly decreased upon becoming a dentist. No differences were found regarding gender among the two groups. However, a longitudinal study following dental students during the process of dental education and into their work life is required.
Background Dental education is considered a highly stressful training process that can lead to high levels of stress, anxiety and depression, which can affect wellbeing and performance. Moreover, after the completion of training, working as a dentist is a stressful occupation due to direct interactions with patients and the necessity of carrying out complicated dental procedures in the vulnerable area of the patient’s mouth. Therefore, the aim of this study was to evaluate stress, anxiety, and depression levels experienced by dental students compared to those among dentists. Methods A cross-sectional survey was carried out involving 42 general dentists (graduates of Tel-Aviv University) and 73 dental students in their clinical years (fifth and sixth years at Tel-Aviv University). Psychological wellbeing was assessed using the Depression Anxiety Stress Scale (DASS-21), which measures the severity of psychological distress via a reliable self-rating questionnaire. Results The overall prevalence of depression, anxiety, and stress among dental students was 54.79%, 58.9%, and 57.53%, respectively, and the overall prevalence of depression, anxiety, and stress among dentists was 23.8%, 21.5%, and 21.4%, respectively. Significant differences were found in relation to DASS categories (normal, mild, moderate, severe, and extremely severe) for depression (p = 0.005), anxiety (p = 0.003), and stress (p = 0.002), with higher levels of psychological symptoms of anxiety, stress, and depression observed in clinical dental students and lower levels observed in dentists. No significant differences were found between male and female participants regarding mean DASS scores for depression, anxiety, and stress across all study groups (p > 0.208). Conclusions High levels of depression, anxiety, and stress were observed in clinical dental students. However, these levels significantly decreased upon becoming a dentist. No differences were found regarding gender among the two groups. However, a longitudinal study following dental students during the process of dental education and into their work life is required.
