Psychological Stress Among Preclinical and Clinical Dental Students: Patterns, Gender Differences, and Academic Stage Variations
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Objective: This study aimed to assess psychological stress levels among preclinical and clinical dental students at Ahl-Albayt University, Karbala, Iraq, and to identify variations in stress patterns according to gender and academic stage.
Materials and Methods: A cross-sectional study was conducted during the second semester of the 2023–24 academic year, involving 315 dental students (211 females, 104 males) from first to fifth academic years. The Dental Environment Stress (DES) questionnaire, adapted to the local context, was used to evaluate stress across three domains: personal factors, educational environment, and clinical training. Responses were rated on a 4-point Likert scale. Data were analyzed using the Kolmogorov–Smirnov test for normality, the Mann-Whitney U test for gender comparisons, and the Kruskal–Wallis test with pairwise comparisons for stage-related differences. A p-value <0.05 was considered significant.
Results: No significant difference was found in total stress scores between males and females; however, females reported higher stress in patient interactions and examination workload (p<0.05). Stress was moderate in early academic stages, peaked in middle years due to family health concerns and exam anxiety, and remained high in final years because of accumulated workload, prolonged clinical/lab practice, and course requirements. Stage-specific stressors included fear of unemployment in third-year students, patient-related concerns in fourth-year students, and intensive graduation requirements in fifth-year students.
Conclusion: Psychological stress among dental students at Ahl-Albayt University varies by academic stage and stressor type, with females experiencing more patient-related and exam stress. These findings highlight the need for targeted stress management interventions, early counseling, and supportive clinical training to reduce the negative impact of stress on academic performance and well-being.
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