BACKGROUND: Dental students experience high levels of stress, which may negatively affect wellbeing, learning and clinical performance. Although stress in dental education is well documented, fewer studies have explored students' perspectives alongside their views on educational practices using mixed-methods approaches. METHODS: A mixed-methods cross-sectional study was conducted among third-, fourth- and fifth-year undergraduate dental students at an Australian dental school. A validated questionnaire assessed sociodemographic characteristics, perceived sources of stress, and satisfaction with educational practices. Quantitative data were analysed using non-parametric statistical tests and correlational analysis. Free-text responses were analysed using in vivo coding and integrated with quantitative findings. RESULTS: Eighty students participated (response rate 62%). Examinations, managing complex treatment plans and fear of making mistakes on patients were the highest-rated stressors. Fourth-year students reported the highest overall stress, particularly related to clinical supervisory feedback. Stress was negatively correlated with satisfaction with educational practices (ρ = -0.26, p = 0.02). Qualitative findings reinforced the importance of assessments, clinical responsibility and supervisory support as key stress-related themes. CONCLUSIONS: Undergraduate dental students experience substantial stress, particularly during the transition to clinical training. Institutional factors, especially clinical supervision and feedback, appear to influence students' stress and educational experiences. Addressing these areas may support student wellbeing and optimise the clinical learning environment.
Choy et al. (Sun,) studied this question.
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