ArticlePloS one2026
Investigating the effectiveness of structured mindfulness sessions in mitigating burnout among final-year dental students: A mixed-methods analysis.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 2 papers, 1 of them a synthesis that pooled it.
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Who cites it
2 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Interventions for stress, burnout, and resilience in dental and oral health students: a systematic review.Frontiers in medicine · 2026Pooled it
- Article
Corrections and comments
- Erratum issued
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe transition from dental student to practicing dentist is often accompanied by high level of stress and risk of burnout. This shift from academic to professional roles can overwhelm students and compromise their well-being. Addressing burnout early is essential to maintain academic performance, resilience, and quality patient care. Mindfulness interventions have shown increasing empirical support in reducing stress and burnout. This mixed-methods study evaluated the effectiveness of mindfulness-based life skill-building sessions in alleviating burnout among final-year dental students at Baqai Dental College, Karachi, Pakistan.
methodA sequential mixed-method study was conducted at Baqai Dental College in Karachi, Pakistan, involving sixty-nine final-year dental students. The intervention comprised two mindfulness sessions. Participants completed pre- and post-intervention questionnaires that included demographic information and the Copenhagen Burnout Inventory-Student Survey (CBI-SS), a validated 25-item tool assessing burnout across four domains: personal, study-related, colleague-related, and teacher-related. Post-intervention questionnaires were completed immediately after the sessions. Qualitative data were obtained through focus group discussions with stakeholders to explore perceptions of burnout and assess the relevance and feasibility of mindfulness sessions. Quantitative data were analyzed using paired t-tests, while qualitative data were examined through content analysis and triangulated with literature and documentation.
resultDiverse emotions and experiences were revealed through qualitative analysis, underscoring the substantial influence of exhaustion on personal, academic, and professional domains. Furthermore, the mean exhaustion scores were significantly different between the pre- and post-intervention periods, with a p-value of 0.001. Students conveyed satisfaction and a desire for more meaningful sessions that bolster life-building skills.
conclusionThe study findings demonstrate a decrease in burnout rates following the intervention, indicating the necessity for interventions to mitigate academic stress. Qualitative findings underscore the significance of a student support centre and self-care initiatives.
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