Preclinical dental students and their learning environment: A wellbeing perspective

Abstract

Objectives: Preclinical dental education can challenge students' wellbeing. These challenges are multifaceted and are experienced differently across student populations. However, an in-depth understanding of these challenges and the changes in the students' response to them remains limited. Therefore, this study aims to explore the wellbeing experiences of preclinical dental students and the strategies they developed to maintain their wellbeing over two time points: the academic years 2021/2022 and 2012/2013.

Methods: A case study was conducted using qualitative data from semi-structured interviews with preclinical dental students in 2021/2022. Data were thematically analyzed, and data from the Dental Student Study Habits Survey in 2012/2013 were later used for triangulation.

Results: Fifteen students participated in the interviews. Twenty-four students participated in the 2012/2013 survey in the beginning of the academic year. Three themes emerged-uncertain transitions, challenging interactions, and multifaceted impact and balancing strategies-along with various subthemes. Students in 2012/3013 reported high levels of stress, anxiety, overwhelm, and fatigue during dental school in comparison with other time points, and most students in both periods reported developing physical, phycological, and social strategies to maintain their wellbeing. The lack of time was found to be a barrier for practicing stress management strategies across the two time points.

Conclusion: Students experience several challenges in preclinical dental education that negatively impacts their wellbeing and seem to persist over the past decade. It is important that dental education programs consider inclusive and nurturing teaching approaches in the learning environment to support students' wellbeing and performance.

Keywords: dental student; learning environment; preclinical dental education; stress; wellbeing.

FIGURE 1

Sources of multiple triangulation utilized in the study design. In the time component, data from 2012/2013 was used to identify the temporal patterns in students' stress and wellbeing perceptions across the two time points. In the persons and methods components, two research methods (survey and interviews) were used to capture the unique experiences of two different student cohorts.

FIGURE 2

A comparison of the stress, anxiety, overwhelmed, and physical exhaustion levels experienced by first‐year dental students over the course of three time points.