AI Article Synopsis
- Dentistry students experience significant levels of depression, anxiety, and stress, with 24% showing moderate or higher levels of depression, 44% for anxiety, and 11% for stress.
- With a cohort of 179 students surveyed using the Depression, Anxiety and Stress Scale (DASS-21), baseline scores were normal for depression and stress but mild for anxiety.
- These findings suggest dental students face more psychological distress than average, highlighting the need for tailored support and curriculum adjustments to better address their mental health needs.
Article Abstract
Introduction: Dentistry students face a challenging academic and clinical curriculum that can result in depression and anxiety. While studies usually report sources of stress for dentistry students, there is less information on levels of stress. This study used the Depression, Anxiety and Stress Scale (DASS-21), to report perceived levels of depression, anxiety and stress in a cohort of Australian undergraduate dentistry students.
Methods: Students enrolled in years 1-4 of the Bachelor of Dental Science (Honours) program at The University of Queensland were invited to complete the DASS-21 using an online questionnaire. Students completed the same questionnaire 1 year later.
Results: At baseline, the mean DASS-21 scores for this cohort (n = 179; females = 56%) were in the normal range for depression (4.69, SD 3.87) and stress (5.50, SD 3.65), and mild range for anxiety (4.25, SD 3.21). Overall, 24% (n = 42), 44% (n = 78) and 11% (n = 20) of students had moderate or above levels of depression, anxiety and stress, respectively. At 1-year follow-up, DASS-21 scores were not significantly different.
Conclusions: Dental students have higher levels of depression, anxiety or stress than the general population, indicating they may be at risk for greater psychological distress. The information from this study should guide curriculum and learning environment design, as well as interventions to support students through this challenging degree.
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| http://dx.doi.org/10.1111/eje.12459 | DOI Listing |
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