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Stress predictors in two Asian dental schools with an integrated curriculum and traditional curriculum
Author(s) -
Nguyen T. T. T.,
Seki N.,
Morio I.
Publication year - 2018
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/eje.12358
Subject(s) - vietnamese , curriculum , medical education , practicum , stress (linguistics) , medicine , pharmacy , perceived stress scale , psychology , dentistry , family medicine , pedagogy , philosophy , linguistics
This study explored stress predictors and the role of instructional methods and institutional differences in perceived stress levels amongst students at two Asian dental schools. Materials and Methods An anonymous questionnaire was distributed to undergraduate dental students at Tokyo Medical and Dental University ( TMDU ), Japan and the University of Medicine and Pharmacy ( UMP ), Hochiminh City, Vietnam in 2016. Data concerning the students' demographic information and grades, and responses to the Perceived Stress Scale ( PSS ) and Dental Environment Stress questionnaire ( DES ) were collected. The questionnaires were prepared in English and translated into Japanese and Vietnamese following a forward‐backward translation process. Results Altogether 684 students answered the questionnaire with a response rate of 97% for TMDU and 89% for UMP . The mean DES score of UMP students was significantly higher than TMDU ( P < .001). TMDU students with dentistry as their first programme choice had significantly lower PSS and DES scores in several categories than other TMDU students, whilst UMP clinical students reported higher stress scores in several areas than UMP preclinical students. Conclusion Having dentistry as their first choice of educational programme was a significant stress predictor for Japanese students whilst the clinical practicum was a significant stress predictor for Vietnamese students. Previous academic performance was not a significant stress predictor for students at either dental school. Dental students of an integrated, active‐learning curriculum reported lower stress levels than students of a traditional, discipline‐based curriculum.