ArticleEuropean journal of dental education : official journal of the Association for Dental Education in Europe2026
The Impact of Restructuring Dentistry Studies on Student Stress and Satisfaction Regarding the Curriculum and Educational Methods.
Article in European journal of dental education : official journal of the Association for Dental Education in Europe, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
- The Impact of Restructuring Dentistry Studies on Student Stress and Satisfaction Regarding the Curriculum and Educational Methods.European journal of dental education : official journal of the Association for Dental Education in Europe · 2026Article
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThis study aimed to evaluate the potential impact of the hospital-university restructuring implemented since 2016 on students' stress levels and their satisfaction with teaching, while considering other factors that might influence the results. A secondary goal was to identify persistent causes of dissatisfaction to guide future improvements. MATERIALS AND
methodsA cross-sectional survey was conducted among 182 clinical students (Years 4-6) at the Faculty of Dentistry between January and February 2023. Students completed an anonymous questionnaire covering socio-demographic data, perceived stress (Dental Environmental Stress scale), and satisfaction with clinical and theoretical teaching (selected items from the Student Course Experience Questionnaire). Descriptive statistics were used for data analysis. The Mann-Whitney U test was applied to compare current results with those from 2016.
resultsStress levels significantly increased compared to 2016 (p < 0.001). Major stressors included increased clinical quotas, reduced chair time, and difficult interactions with teaching staff. These were reported consistently across all academic years. Students who repeated a year or felt overwhelmed experienced significantly higher stress (p ≤ 0.04). Satisfaction with clinical teaching dropped significantly across all levels (p < 0.001), especially regarding supervision, clinical case access, and feedback. Theoretical teaching satisfaction also declined. Overall student satisfaction was significantly correlated with stress levels and satisfaction with both theoretical and clinical teaching, with key factors including repeating a year, feeling overwhelmed, and fears about the future (all p ≤ 0.04).
conclusionThe findings highlight a clear deterioration in student well-being and satisfaction since 2016, emphasising the need for structural reform and enhanced teacher training in student support and stress management.
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