The interactive influence of gender and ergonomic factors, alongside psychosocial associations, on work-related musculoskeletal disorders in Saudi dental students: a cross-sectional study.

Background: Work-related musculoskeletal disorders (WMSDs) among dental students have been documented, with female gender frequently identified as a contributing factor. Yet there is a lack of studies that have investigated the underlying factors between gender and WMSDs. Objectives: The primary aim of this study was to examine the interaction of gender with two specific ergonomic risk factors-academic level and weekly training hours-on WMSDs. Additionally, the associations of psychosocial factors, namely perceived stress and social support, with WMSDs were explored separately. Methodology: A self-reported questionnaire was distributed among a convenience sample of 409 undergraduate dental students at a dental school in Western Saudi Arabia. The questionnaire comprised socio-demographic characteristics, WMSDs using validated questionnaire (Nordic Musculoskeletal Questionnaire), the Perceived Stress Scale, and the Perceived Social Support Scale. Descriptive, bivariate and logistic regression analyses were performed. Results: The median/interquartile range age of the participants was 21 (2) years, and 59% were males. Of the participants, 71% (95% confidence interval (CI) [64.3-76.7]) self-reported WMSDs in at least one area of body over the past 12 months, with the most reported WMSDs being in the lower back, followed by the neck, wrists/hands, and shoulders at 48%, 45%, 31% and 30%, respectively. In fully adjusted logistic regression, being a female and the synergy between gender (female), academic levels and assigned training hours per week were significantly associated with self-reported WMSDs (adjusted odd ratio (AOR): 0.05, 95% CI [0.02-0.17], Conclusion: In this study sample, psychosocial factors were not associated with WMSDs. However, the results suggest that female student were more likely to self-report WMSDs than counterparts. Notably, the interaction between gender, academic level and number of hours training assigned per week contributed significantly and positively in self-reported WMSDs specifically among female students. Intervention may consider female students at higher academic levels with training demands.