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ORIGINAL ARTICLE
Year : 2017  |  Volume : 7  |  Issue : 8  |  Page : 92-98

Perceived stress among French dental students and their opinion about education curriculum and pedagogy


1 Department of Dental Public Health, Faculty of Dentistry, University of Montpellier, Montpellier, France
2 Department of Educational Sciences, University Paul Valéry, Montpellier, France

Correspondence Address:
Camille Inquimbert
Department of Public Health, Faculty of Dentistry, University of Montpellier, 545 Av Du Prof J.L. Viala, 34 193 Montpellier
France
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jispcd.JISPCD_257_17

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Objectives: The purpose of this study was to identify the major sources of perceived stress and their relation to a student satisfaction questionnaire about the curriculum and the pedagogy among French dental students. Materials and Methods: All dental students (n = 178) from years 4 to 6 at the University of Montpellier (France) participated in this exploratory survey. In spring 2016, a 3-part questionnaire was distributed during clinical sessions: the first part asked about sociodemographic and living conditions, the second part aimed to assess the students' perceived stress (Dental Environmental Stress questionnaire), and the third part was a satisfaction questionnaire exploring the clinical organization and the teaching methodologies (Student Course Experience Questionnaire). A Spearman's correlation test and a principal component analysis were used to assess the relation between the variables of the questionnaire. Results: The response rate was 99.4%. The most stressful items were “the number of tasks to be performed during clinical practice,” “the waiting time before opinion from teachers,” and “the administrative part and computer problems.” Fifty-four percent of the students claimed to be satisfied with their studies, showing a score of seven or higher. There was a negative correlation between the level of student satisfaction and the level of perceived stress. Conclusion: Although most of the students were globally satisfied with their curriculum, this study highlighted dysfunctions in the clinical education with a level of stress correlated with the student's dissatisfaction. Most of all, students found that examinations were too stressful and that the clinical requested task quotas were overestimated.


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