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J Dent Educ. 2012 Sep;76(9):1206-17.

A model of psychosocial work environment, stress, and satisfaction among dental students in sweden.

Schéle IA, Hedman LR, Hammarström A.

Source

Department of Psychology, Umeå University, 901 87 Umeå, Sweden;. ingrid.schele@psy.umu.se.

Abstract

Dental students are often described as stressed. The stress has, among other things, been connected to stressors in their psychosocial environment and inconsistent feedback. The hypothesis of this study was that the psychosocial work environment in dental schools leads to stress and affects the satisfaction of dental students and that tolerance for ambiguity shields students from stress. A web-based survey was sent to the entire Swedish dental student population in clinical training (N=805); the response rate was 40 percent. Structural equation modeling used in the analyses contains four main constructs: psychosocial work environment, tolerance for ambiguity, perceived stress, and student satisfaction (χ(2)=267.437, d.f.=174, p<0.001, Normed χ(2)=1.537, RMSEA= 0.041, CFI=0.98). Psychosocial work environment influenced both perceived stress and satisfaction: it accounted for almost all of the explained variance in perceived stress for women, while about half of the variance for the men was explained by tolerance for ambiguity. This study concluded that about 40 percent of the total perceived stress of these female dental students was related to their psychosocial work environment. Tolerance for ambiguity shielded men but not women from stress. An improved psychosocial work environment in dental schools would decrease the stress of both male and female dental students.

PMID:

 

22942417

 

[PubMed - in process]

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Serving the Public Good: Challenges of Dental Education in the Twenty-First Century

Elaine L. Davis, Ph.D.; Denice C.L. Stewart, D.D.S., M.H.S.A.; Marcio Guelmann, D.D.S.; Alvin G. Wee, B.D.S., M.S., M.P.H.; Josette L. Beach, R.D.H., M.S.; Karen M. Crews, D.M.D.; Richard S. Callan, D.M.D.

Abstract: The purpose of this study was to explore perceptions of the roles and responsibilities of dental education in serving the public good, and the extent to which they are being met, from the vantage point of leaders at the university and state level. Five questions were developed to gather views on dental education’s success in meeting the expectations and needs of the public. Fifty- one interviews were conducted with leaders at seven institutions and with public officials in six states. Overall, dental education was perceived as fulfilling its public purpose in promoting oral health, providing access to care, and conducting relevant research. However, significant areas for improvement were noted including better communication of accomplishments to key stakeholders, graduating a more socially aware, culturally sensitive, and community-oriented dental practitioner, and being a committed partner with other community leaders in improving access to care for all citizens. Current programs aimed at addressing these gaps

(e.g., Pipeline, Profession, and Practice program) are discussed. Dental education can address these perceptions only by produc- ing graduates who desire to fulfill their obligations to society and serve the public good.

Eur J Dent Educ 2005; 9: 131–136 All rights reserved european journal of

Dental Education

Teaching and learning in dental student clinical

practice

M. Fugill

Dental School, Wales College of Medicine, Biology, Life and Health Sciences, Cardiff University, Cardiff, Wales, UK

Profile and competences for the graduating European dentist – update 2009

J. Cowpe1, A. Plasschaert2, W. Harzer3, H. Vinkka-Puhakka4 and A. D. Walmsley5

1 University of Cardiff, Cardiff, UK, 2 Radboud University Medical Centre, Nijmegen, The Netherlands, 3 Technical University of Dresden, Germany, 4 University of Turku, Turku, Finland, 5 School of Dentistry, The University of Birmingham, Birmingham, B4 6NN, UK

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