Burnout syndrome in peruvian dental students: a prevalence study

Aim: Burnout syndrome describes the state of long-term physical, emotional and mental exhaustion related to work. This syndrome can cause health problems related to stress, insomnia, cardiovascular and musculoskeletal diseases, including an increase in alcohol consumption and drug use. It is important to recognize the presence of the initial signs of this syndrome, therefore this study aimed to determine the prevalence of the burnout syndrome in peruvian dental students. Methods: The study was observational, cross-sectional, and descriptive. It was carried out from September to November 2018, and it included a total of 154 dental students of four universities of La Libertad region, surveyed by census method. Three were private universities and one was public. Burnout was evaluated through the Maslach Burnout Student Survey Questionnaire (MBI-SS). The results were presented in absolute and percentage frequencies, as well as confidence intervals, using double-entry tables. Results: It was found that 24.68% of the students (24.71% in male students and 24.64% in female students) presented burnout syndrome. The public university of Trujillo presented the highest percentage of affected students (47.37%). A prevalence of 53,90% of emotional exhaustion was also found among the students under evaluation. Conclusions: Almost a quarter of the students surveyed presented burnout. It was also observed that the public University of Trujillo had a higher percentage of burnout than the three private ones. The percentage of prevalence of the burnout syndrome according to sex was similar. However according to dimensions, emotional exhaustion presented the highest percentage

Terminal efficiency, Lag and dropout in cohorts from 2007 to 2014 of dental students at the University of Costa Rica / Eficiencia terminal, rezago y abandono en las cohortes del 2007 al 2014 de estudiantes de Odontología de la Universidad de Costa Rica

Abstract Determine the terminal efficiency, lag and dropout in the cohorts of students who entered the dentistry career at the Faculty of Dentistry at University of Costa Rica in the lapse 2007 to 2014. Data from 736 files were collected. The variables considered were sex, admission age, nationality, marital status, children, admission note, domicile and high school. The data was collected from the Student Application System, the physical files, and the data base from the Supreme Court of Elections of Costa Rica. Descriptive statistics, bivariate and multivariate analysis were made, which were implemented from two logistic regression models. 98% of the students were Costa Rican, 68% women, 79% entered according to the admission note, 43% entered with an age of 18 years or less, 50% came from a public school, 77% resided in the Greater Metropolitan Area and 95% were single and remained without children. The average terminal efficiency was 6%; 46% of students have graduated with lag, 16% are still enrolled and 32% dropped out. Sex, age, admission note, and motherhood are sociodemographic variables that are associated with terminal efficiency and dropout. The average terminal efficiency in the cohorts from 2007 to 2014 in the courses at the Faculty of Dentistry University of Costa Rica was very low, almost half of the students graduated with lag and about a third dropped out the studies. The grade from the admission note seems to be a predictor of students'academic behavior, higher grade had more chances of graduating and less likely to dropout.

Resumen Determinar la eficiencia terminal, el rezago y el abandono en las cohortes de los estudiantes que ingresaron a la carrera de Odontología de la Facultad de Odontología UCR en el período 2007 al 2014. Se recopilaron los datos de 736 expedientes. Las variables consideradas fueron: sexo, edad de ingreso, nacionalidad, estado civil, hijos, lugar y colegio de procedencia, y nota de examen de admisión. Los datos se recopilaron del Sistema de Aplicaciones Estudiantiles, los expedientes físicos y del Tribunal Supremo de Elecciones de Costa Rica. Se realizó estadística descriptiva, análisis bivariado y multivariado que se implementó a partir de dos modelos de regresión logística. El 98% de los estudiantes fueron costarricenses, el 68% mujeres, el 79% ingresó según la nota de admisión, el 43% ingresó con una edad de 18 años o menos, el 50% provenía de un colegio público, el 77% residía en la gran área Metropolitana y el 95% eran solteros y permanecieron sin hijos. La eficiencia terminal en promedio fue de 6%; el 46% de los estudiantes se han graduado con rezago, el 16% continúan matriculados y el 32% hizo abandono de los estudios. El sexo, la edad, la nota del examen de admisión y la maternidad son variables sociodemográficas que se asocian con la eficiencia terminal y el abandono. El promedio de la eficiencia terminal en las cohortes del 2007 al 2014 en la carrera de Odontología de la Facultad de Odontología UCR fue muy bajo, casi la mitad de los estudiantes se han graduado con rezago y cerca de un tercio hizo abandono de los estudios. La nota del examen de admisión parece ser un predictor en el comportamiento académico de los estudiantes: a mayor nota más posibilidades de graduarse y menos de abandonar la carrera.

Dental students' empathy levels and opinions about attributes for "good dentist": a cohort study

Empathy is fundamental to the physician-patient relationship and influences the clinical outcomes. The aim of this study was to determine the dental students' empathy levels and to compare their opinions on attributes of a "good dentist". This cohort research was included 79 dental students volunteering to participate in the study at a public university. The data were collected by the Dökmen's Empathic Tendency Scale (ETS) and Empathic Skill Scale (ESS). In this study, from the orientation day to the end of the third-year, the dental students' ETS mean scores (respectively 69.59 and 68.34) and ESS mean scores (respectively 142.53 and 140.00) showed a decline. At the end of the third-year, starting clinical rotations and taking patient responsibility may lead to decrease the empathy levels of students. The findings of our study show that female students have higher empathy tendency and skill scores compared to male students (p<0.001). In the ranking of the attributes required to be a good dentist, empathy was ranked 4th by the first-year students, while final-years students placed empathy in second rank (p<0.05). According to these results, it is possible to claim that the dentist candidates realized that being empathetic is necessary to be a good dentist.

La empatía es fundamental para la relación médico-paciente e influye en los resultados clínicos. El objetivo de este estudio de cohorte -que incluyó a 79 estudiantes de odontología de una universidad pública que se ofrecieron como voluntarios- fue determinar los niveles de empatía de los estudiantes de odontología y comparar sus opiniones sobre los atributos de un "buen dentista". Los datos se recogieron mediante las Escalas de Tendencia Empática (ETE) y Habilidad Empática (EHE) de Dökmen. Desde el día de orientación hasta el final del tercer año, los puntajes medios ETE de los estudiantes de odontología (69.59 y 68.34, respectivamente) y los puntajes medios de EHE (142.53 y 140.00, respectivamente) mostraron una disminución. Según la literatura, al final del tercer grado, iniciar rotaciones clínicas y asumir la responsabilidad del paciente puede llevar a disminuir los niveles de empatía de los estudiantes. Los hallazgos de nuestro estudio muestran que las estudiantes tienen una mayor tendencia a la empatía y puntajes de habilidad en comparación con los estudiantes (p<0.001). En el ranking de los atributos requeridos para ser un buen dentista, la empatía ocupó el cuarto puesto en estudiantes de primer año, mientras que los de último año colocaron la empatía en segundo lugar (p<0.05). De acuerdo con estos resultados, es posible afirmar que los candidatos a dentistas se dieron cuenta de que ser empáticos es necesario para ser un buen dentista.

A empatia é fundamental na relação médico-paciente e influencia os resultados clínicos. O objetivo deste estudo foi determinar os níveis de empatia de estudantes de odontologia e comparar suas opiniões sobre os atributos de um "bom dentista". Esta pesquisa de coorte contou com 79 estudantes de odontologia voluntários para participar do estudo em uma universidade pública. Os dados foram coletados pela Escala de Tendência Empática (ETE) de Dökmen e Escala de Habilidades Empáticas (EHE). Neste estudo, desde o dia da orientação até o final do terceiro ano, os escores médios do ETE dos alunos de odontologia (respectivamente 69,59 e 68,34) e os escores médios do EHE (respectivamente 142,53 e 140,00) apresentaram declínio. No final da terceira série, iniciar os rodízios clínicos e assumir a responsabilidade do paciente pode levar à diminuição dos níveis de empatia dos alunos. Os achados do nosso estudo mostram que os alunos do sexo feminino apresentam maior tendência à empatia e pontuações de habilidades em comparação aos alunos do sexo masculino (p<0,001). No ranking dos atributos necessários para ser um bom dentista, a empatia foi classificada em 4º lugar pelos alunos do primeiro ano, enquanto os alunos do último año colocaram a empatia em segundo lugar (p<0,05). De acordo com esses resultados, é possível afirmar que os candidatos a dentista perceberam que ser empático é necessário para ser um bom dentista.

Estilos y enfoques de aprendizaje en estudiantes de Estomatología y relación con el rendimiento académico en Farmacología

Fundamento: los estilos y enfoques de aprendizaje permiten conocer cómo el estudiante enfrenta este proceso y el modo en que procesa la información que debe ser asimilada. Objetivo: identificar los estilos y enfoques de aprendizaje que utilizan estudiantes de Estomatología y su relación con el rendimiento académico en la disciplina Farmacología. Métodos: estudio descriptivo-transversal, con enfoque cualicuantitativo, realizado de noviembre 2021 a enero 2022. La muestra, no probabilística, fue de 28 estudiantes (90,3 %) de segundo año de la carrera de Estomatología impartida en la Facultad de Estomatología de La Habana. A los participantes se les aplicaron dos instrumentos: cuestionario Honey y Alonso sobre estilos de aprendizaje y cuestionario Enfoques e Inventario de Habilidades de Estudio de los Estudiantes. Las dimensiones del rendimiento académico fueron excelente, bueno, y regular. Resultados: predominó la preferencia muy alta/alta en el estilo teórico (67,86 %) y la preferencia moderada en el reflexivo (67,86 %). Se encontró relación significativa entre la cantidad de estilos de aprendizaje de preferencia muy alta/alta y el rendimiento académico (p=0,044), y entre el estilo reflexivo y el rendimiento académico (p=0,024). También, se encontró relación significativa entre el rendimiento académico y el enfoque de aprendizaje estratégico (p=0,008) y la preferencia por la transmisión de la información (p=0,028). Conclusiones: en los estudiantes existen estilos y enfoques de aprendizaje que se relacionan con el rendimiento académico en Farmacología; se muestran aspectos que se deben considerar para el mejoramiento del proceso docente de esta disciplina en Estomatología.

Foundation: the learning styles and approaches allow us to know how the student faces this process and the way in which they process the information that must be assimilated. Objective: to identify the learning styles and approaches used by Dentistry students and their relationship with academic performance in the Pharmacology discipline. Methods: a descriptive-cross-sectional study, with a qualitative-quantitative approach, carried out from November 2021 to January 2022. The non-probabilistic sample consisted of 28 students (90.3%) in the second year of the Dentistry course taught at the Havana Dentistry Faculty. Two instruments were applied to the participants: the Honey and Alonso questionnaire on learning styles and the Approaches and Inventory of Student Study Skills questionnaire. The dimensions of academic performance were excellent, good, and regular. Results: the very high/high preference predominated in the theoretical style (67.86%) and the moderate preference in the reflective style (67.86%). A significant relationship was found between the number of very high/high preference learning styles and academic performance (p=0.044), and between the reflective style and academic performance (p=0.024). Also, a significant relationship was found between academic performance and the strategic learning approach (p=0.008) and the preference for the transmission of information (p=0.028). Conclusions: there are learning styles and approaches among students that are related to academic performance in Pharmacology; Aspects that should be considered for the improvement of the teaching process of this discipline in Dentistry are shown.

Validity and reliability of a depression, anxiety and stress scale in Cuban dental students during the COVID-19

Introduction: An indisputable consequence has to do with the psychological impact of the COVID-19 on health professionals and students. In Cuba, these psychological manifestations have scarcely been investigated, and there are no reports in the dental undergraduate program. Objective: To analyze the evidences of validity and reliability of a depression, anxiety and stress scale in Cuban dental students in the context of COVID-19. Methods: An instrumental and cross-sectional study was carried out, which included students of all years and Cuban universities. A documentary measurement instrument was validated, using its main psychometric evidence. Convergent validity was analyzed and reliability was estimated using Cronbach's alpha coefficient. Results: 301 students were included, of which 74.09 % were women and whose ages ranged from 17 to 30 years. The asymmetry and kurtosis values of all items were adequate. The confirmatory factorial analysis showed that the factorial structure of 21 items distributed in 3 factors is satisfactory. The goodness of fit indices was equally satisfactory. The scale factors are directly and significantly related with the Generalized Anxiety Disorder-2 (p<0.01) and the Patient Health Questionnaire-2 (p<0.01); the scale shows evidences of convergent validity. With Cronbach's α coefficient, the scale scores were estimated to be reliable. Conclusions: The depression, anxiety and stress scale (DASS-21) in Cuban dental students in the context of COVID-19 turned out to be valid and reliable, in addition to allowing the evaluation of the dimensions of these three factors in this sector of the society.

Introducción: La COVID-19 produce un innegable impacto psicológico en estudiantes y profesionales de la salud. En Cuba, estas manifestaciones psicológicas apenas se han estudiado, y no existen informes al respecto en el programa de pregrado que corresponde a estomatología. Objetivo: Analizar las evidencias sobre validez y confiablidad de una escala para medir depresión, ansiedad y estrés en estudiantes de estomatología cubanos en el contexto de la COVID-19. Métodos: Se realizó un estudio instrumental y trasversal con estudiantes de todos los cursos y universidades cubanas. Se validó un instrumento de medición de tipo documental mediante su principal evidencia psicométrica. Se analizó la validez convergente y se estimó la confiabilidad mediante el coeficiente alfa de Cronbach. Resultados: Se incluyeron 301 estudiantes, el 74,09 % de los cuales son mujeres y cuyas edades oscilan de diecisiete a treinta años. Los valores de la asimetría y la curtosis de todos los ítems fueron adecuados. El análisis factorial confirmatorio mostró que la estructura factorial de los 21 ítems distribuidos en tres factores es satisfactoria. La bondad de los índices de ajuste también fue satisfactoria. Los factores de la escala están directa y significativamente relacionados con la escala para medir el trastorno de ansiedad gefneralizas-2 (p<0,01) y con el cuestionario sobre salud del paciente-2. La escala muestra evidencias de validez convergente. El coeficiente alfa de Cronbach permitió estimar la confiablidad de las puntuaciones del instrumento. Conclusiones: La escala para medir depresión, ansiedad y estrés (DASS-21) aplicada a estudiantes de estomatología cubanos en el contexto de la COVID-19 resulto ser válida y confiable, además de permitir la evaluación de las dimensiones de estos tres factores en este sector de la sociedad.

Conhecimento de acadêmicos de Odontologia acerca da avulsão dentária / Knowledge of dental students about tooth avulsion

Objetivo: verificar o conhecimento de acadêmicos de Odontologia de uma instituição de ensino superior da Paraíba acerca da avulsão dentária. Métodos: foi realizado um estudo transversal, no qual 64 acadêmicos responderam um formulário com perguntas objetivas relativas a dados sociodemográficos, período de formação do curso e conhecimento e condutas em casos de avulsão dentária. Foi realizada análise descritiva de frequência absoluta e relativa dos dados (SPSS, v. 20.0). Resultados: a maioria dos acadêmicos recebeu informações sobre avulsão dentária em aulas ministradas no curso (86%) e indicaria a irrigação com soro fisiológico seguida de reimplante quando da ocorrência do trauma há menos de uma hora (64,1%) e há mais de uma hora (43,8%). O tratamento endodôntico foi indicado, independentemente do tempo do dente fora do alvéolo, por 34,4% da amostra. A contenção rígida foi a mais indicada para o dente reimplantado (48,4%) e seu tempo mínimo de proservação radiográfica respondido pela maioria dos pesquisados foi de 6 meses (48,4%). Conclusões: apesar de a maioria dos acadêmicos ter recebido informações acerca da temática, o conhecimento foi considerado insuficiente em relação a condutas referentes ao reimplante dentário, indicação do tratamento endodôntico, tipo de contenção e tempo de proservação.

Objective: to verify the knowledge of dental students from a Higher Education Institution of Paraíba about dental avulsion. Methods: a cross-sectional study was carried out, in which 64 students answered a form with objective questions regarding sociodemographic data, course period, knowledge and conduct in cases of tooth avulsion. Descriptive analysis of absolute and relative frequency of data was performed (SPSS, v. 20.0). Results: most students received information about dental avulsion during the graduation classes (86%) and would indicate irrigation with saline solution followed by reimplantation when the trauma occurred less than one hour (64.1%) and more than one hour (43.8%). Endodontic treatment was indicated, regardless of the time the tooth was out of the dental socket, according 34.4% of the sample. Rigid retention was the most indicated for the reimplanted tooth (48.4%) and six months was the minimum radiographic follow-up time answered by most students (48.4%). Conclusions: although most students have received information about the topic, the knowledge was considered insufficient in relation to some aspects of the protocols recommended for emergency care for dental avulsion, with emphasis on behaviors related to dental reimplantation, indication of endodontic treatment, type of containment and follow-up.

Desarrollo de la habilidad en el diagnóstico precoz del cáncer bucal durante las prácticas preprofesionales de Estomatología / Development of the competence in oral cancer early diagnosis during pre-professional training in Dentistry i: en

Introducción: La creciente aparición del cáncer bucal en etapas avanzadas revela la necesidad de egresar profesionales preparados que contribuyan a su prevención y diagnóstico precoz. Objetivo: Evaluar un sistema de tareas docentes para el desarrollo de la habilidad en el diagnóstico precoz del cáncer bucal. Métodos: Se realizó un preexperimento en 32 estudiantes y 10 profesores vinculados al proceso de enseñanza-aprendizaje de la asignatura Atención Integral a la Población de la carrera de Estomatología en la Universidad de Ciencias Médicas de Guantánamo, en el curso escolar 2022-2023. A tal efecto, se determinó la variable el desarrollo de la habilidad para el diagnóstico precoz del cáncer bucal, con sus dimensiones e indicadores, y se comprobó la significación de un sistema de tareas docentes para este fin a través de la prueba de Wilcoxon. Resultados: De acuerdo con los rangos de Wilcoxon, el sistema de tareas docentes resultó confiable para contribuir al desarrollo de la habilidad objeto de estudio (p<0,05). Los estudiantes consideraron que dicho sistema constituye la vía idónea para su preparación en el tema; de igual forma, todos los profesores coincidieron en cuanto a su pertinencia, factibilidad, efectividad, utilidad práctica y relevancia. Conclusiones: El sistema de tareas docentes aplicado durante la práctica preprofesional de los estudiantes de estomatología demostró ser factible para el desarrollo de la habilidad en el diagnóstico precoz del cáncer bucal.

Introduction: The increasing appearance of advanced oral cancer reveals the need of graduating professionals, prepared to contribute to its prevention and early diagnosis. Objective: To evaluate a system of teaching tasks for the development of competence in oral cancer early diagnosis. Methods: A pre-experiment was carried out with 32 students and 10 professors, who were involved in the teaching-learning process of the subject Comprehensive Dental Care for the Population of Dentistry degree in the University of Medical Sciences from Guantánamo, in the 2022-2023 academic year. For this purpose, the development of competence in oral cancer early diagnosis was determined as the variable, with its dimensions and indicators, and the significance of a system of teaching tasks for this objective was verified through the Wilcoxon test. Results: According to the Wilcoxon ranks, the teaching task system was reliable in contributing to the development of the competence under study (p<0.05). The students considered that this system is the ideal way for their training on the subject; in the same way, all teachers agreed regarding the relevance, feasibility, effectiveness, and practical utility of the teaching task system. Conclusions: The teaching task system applied during pre-professional practice of dentistry students proved to be feasible for the development of competence in oral cancer early diagnosis.

A Review On Knowledge Of Undergraduate Dental Students Towards Research

Research is defined as “ a systematic inquiry to describe, explain, predict, and control the observed phenomenon. It involves inductive and deductive methods”, According to the American sociologist Earl Robert Babbie. Research application in the medical and dental sectors has grown in prominence and is currently being encouraged, particularly among undergraduate students. The past ten years have seen a significant expansion in the field of dentistry due to the introduction of several novel problems, solutions, and techniques. Regrettably, there is a present talent gap for dental scientists, and the talent market for dentists is becoming less competitive. In a study it was quoted that about 85% of dental graduates opted for private practice over employment in research. This review article covers the importance of Research methodology knowledge in the Undergraduate Dental Students and the Barriers stopping the students from acquiring it.

Knowledge about COVID-19 and perception of health safety among mexican dental students / Conocimiento sobre COVID-19 y percepción de seguridad en la salud de estudiantes mexicanos de odontología

This study aimed: 1) to investigate sources of information used by students to learn about COVID-19, 2) to investigate levels of knowledge about COVID-19 and about conditions for the treatment of patients during the COVID-19 lockdown, and 3) to evaluate students' perceptions of safety regarding their return to in-person activities at the School of Dentistry. Dental students answered a questionnaire (29 items; n=371) that explored the aims of the study, based on a Likert scale (Cronbach's alpha, 0.778). Data were tested with the Mann-Whitney U test and Kendall's Tau-c. Dental students received information about COVID-19 from the Mexican Health Ministry as their first source (45.28%). Students had good knowledge about the main characteristics of COVID-19, and 59.3% of students had excellent knowledge about the factors relevant to dental treatment of patients. Half of the students said they felt safe regarding a possible return to in-person activities at the dental school, while the other half did not. Statistically significant differences were noted between the students' scholar year and their level of knowledge (P<0.001) and between their perception of safety (very unsafe, unsafe, safe, and very safe) and scholar year (P=0.000). Dental students had good knowledge about COVID-19 and about the dental care for patients during the lockdown. Half of the dental students felt unsafe about a possible return to in-person school activities.

Los objetivos del estudio fueron 1) investigar que fuentes de información usaron los participantes para conocer sobre la COVID-19, 2) evaluar cuál es el nivel de conocimiento que tienen sobre COVID-19 y la atención a pacientes durante la contingencia, y 3) evaluar la percepción de seguridad sobre el regreso a actividades presenciales en la facultad. Estudio transversal. Se aplicó un cuestionario en línea (29 ítems; n=371) que exploró cada objetivo e incluyó una escala de Likert (Alfa de Cronbach de 0.778). Los datos fueron analizados con las pruebas de U de Mann Whitney y con Tau-c de Kendall. La mayoría de los participantes obtuvieron información sobre la COVID-19 a través de la Secretaría de Salud (45.28%), tuvieron un conocimiento bueno sobre las generalidades de la COVID-19 y el 59.3% tuvo un conocimiento excelente sobre la atención a pacientes. La mitad de los encuestados tuvo una percepción de inseguridad en un posible regreso a actividades en la facultad. Hubo diferencia estadística significativa para la asociación entre año escolar y grado de conocimiento (p<0.001) y entre la percepción en la seguridad en el regreso a actividades (muy inseguro, inseguro, seguro y muy seguro) y el grado escolar (P=0.000). Los participantes tuvieron buen conocimiento sobre las generalidades de la COVID-19 y sobre la atención a pacientes en situación de contingencia. La mitad de los EO sienten inseguridad sobre un posible regreso a actividades.

Characteristics of the bachelor thesis in dentistry, satisfaction and motivations of the students / Características de las tesis de licenciatura en odontología, satisfacción y motivaciones de los tesistas

Objective: To describe the characteristics of under-graduate theses, satisfaction and reasons for choosing a topic of study. Materials and Methods: Cross-sectional study that included two populations, theses and thesis students who were able to support their work from 2015 to 2021 in the Faculty of Dentistry of the Universidad Nacional Mayor de San Marcos (Lima, Peru). Documentary analysis was used at first to record bibliometric data. The survey was used in a second stage to collect information related to the reasons why the thesis students chose their topic and the degree of satisfaction. Results: A total of 269 theses were examined. The theses corresponded to more women (n=142; 52.8%). All had a quantitative approach. The cross-sectional/descriptive design was the most frequent (n=207; 77%). Of the 114 respondents, the majority of them indicated that their thesis topic decision was influenced by a faculty member outside of their advisor (n= 26; 22.8%). A total of 49.1% of thesis students were in complete agreement about what they had learned about research at the end of their thesis. Conclusions: The undergraduate theses evidenced to be developed mainly by women, most of the thesis students were satisfied with the elaboration and execution of their academic work; it was evidenced that the thesis topics are mainly influenced by a teacher different from the thesis advisor, this indicates that the advisors should be more conscious when guiding the student and influencing the thematic, methodological and writing decisions together with the advised.

Objetivo: Describir las características de las tesis de licenciatura, satisfacción y motivos para la elección de un tema de estudio. Materiales y Métodos: Estudio transversal que incluyó a dos poblaciones, las tesis y a los tesistas que lograron sustentar sus trabajos desde el año 2015 al 2021 en la Facultad de Odontología de la Universidad Nacional Mayor de San Marcos (Lima, Perú). Se utilizó el análisis documental en un primer momento para registrar datos bibliométricos. La encuesta se utilizó en un segundo momento para recabar información relacionada a los motivos por los cuales escogieron su tema los tesistas y el grado de satisfacción. Resultados: Se examinaron 269 tesis. La mayoría de ellas fueron realizadas por mujeres (n=142; 52,8%). Todas tuvieron un enfoque cuantitativo. El diseño transversal/descriptivo fue el más frecuente (n=207; 77%). De los 114 encuestados, la mayoría de ellos indicó que la decisión de su tema de tesis fue influida por un docente ajeno a su asesor (n= 26; 22,8%). El 49,1% de tesistas estuvo totalmente de acuerdo respecto a lo aprendido sobre investigación al culminar su tesis. Conclusión: Las tesis de licenciatura evidenciaron ser desarrolladas principalmente por mujeres, la mayoría estuvo satisfecho con la elaboración y ejecución de su trabajo académico; se evidenció que los temas de tesis son influenciados principalmente por un docente diferente al asesor de tesis, esto indica que los asesores deben ser más conscientes al momento de guiar al estudiante e influir en las decisiones temáticas, metodológicas y de redacción junto con el asesorado

Disposición hacia la colaboración médica internacional en estudiantes de Estomatología de ocho universidades cubanas / Willingness towards international medical collaboration in dental students from eight Cuban universities

Introducción: Cuba se ha caracterizado por enviar a diversos países delegaciones de salud, llamadas "misiones médicas". Sin embargo, el interés de los futuros profesionales de formar parte de esas delegaciones no se ha investigado. Objetivos: Caracterizar la disposición hacia la colaboración médica internacional e identificar los factores asociados en estudiantes cubanos de Estomatología. Métodos: Se realizó una investigación transversal, analítica de datos secundarios, en estudiantes de todos los años del curso académico 2018-2019, pertenecientes a ocho universidades. La variable dependiente fue el reporte de la disposición de ir a misiones médicas. Se calcularon las razones de prevalencia e intervalos de confianza al 95 por ciento. Resultados: Participaron 1174 estudiantes, de los cuales 830 (71 por ciento) estuvieron dispuestos a cumplir misiones médicas. Existió una mayor disposición hacia la colaboración médica conforme aumentaba la edad (RPa: 1,02; IC 95 por ciento: 1,00-1,04; p = 0,044); así como, en los estudiantes que reportaron presión familiar para estudiar la carrera (RPa: 1,17; IC 95 por ciento: 1,09-1,26; p < 0,001). Aquellos que reportaron buenas notas antes de ingresar a la universidad (RPa: 0,83; IC 95 por ciento: 0,77-0,91; p < 0,001), los de solvencia económica (RPa: 0,90; IC 95 por ciento: 0,90-0,98; p = 0,019) y los que estaban cursando el tercer y cuarto años académicos (RPa: 0,93; IC 95 por ciento: 0,88-0,97; p = 0,003) fueron los de menor disposición para colaborar; ajustado por el sexo y la universidad. Conclusión: Existe una elevada disposición hacia la colaboración médica internacional y está asociada a múltiples aspectos sociales y educativos(AU)

Introduction: Cuba has been characterized by sending health delegations to various countries, called "medical missions". However, the interest of future professionals in joining those delegations has not been investigated. Objectives: Characterize the disposition towards international medical collaboration and identify the associated factors in Cuban students of Stomatology. Methods: A cross-sectional research and secondary data analytics was carried out in students of all years of the academic year 2018-2019, belonging to eight universities. The dependent variable was the report of the willingness to go on medical missions. Prevalence ratios and 95 percent confidence intervals were calculated. Results: 1174 students participated, of which 830 (71 percent) were willing to fulfill medical missions. There was a greater willingness towards medical collaboration as age increased (RPa: 1.02; 95 percent CI 1.00-1.04; p = 0.044); as well as, in students who reported family pressure to study the career (RPa: 1.17; 95 percent CI 1.09-1.26; p < 0.001). Those who reported good grades before entering college (RPa: 0.83; 95 percent CI 0.77-0.91; p < 0.001), those of economic solvency (RPa: 0.90; 95 percent CI 0.90-0.98; p = 0.019) and those who were in the third and fourth academic years (RPa: 0.93; 95 percent CI 0.88-0.97; p = 0.003) were those with the least willingness to collaborate; adjusted by sex and college. Conclusion: There is a high disposition towards international medical collaboration and it is associated with multiple social and educational aspects(AU)

Estrategias de autorregulación del aprendizaje en contextos virtuales en estudiantes de odontología / Strategies for the self-regulation of learning in virtual contexts in dental students

Objetivo: Comparar estrategias de autorregulación del aprendizaje en contextos virtuales de estudiantes de la carrera de odontología. Métodos: Participantes: estudiantes de 5 asignaturas de la carrera de odon-tología (N=1514). Instrumento: escala de auto-re-porte validada con 25 reactivos agrupados en 5 dimensiones: D1) Estrategias de planeación y control; D2) Atribuciones motivacionales; D3) Trabajo colabo-rativo con compañeros; D4) Apoyo del asesor en las tareas. La muestra se agrupó en 3: (G3) cursantes del último año de la carrera; (G2) de asignaturas in-termedias; (G1) de primer año. Se utilizaron: ANOVA de medidas repetidas y test de Tukey como post-hoc; tests de X2 y comparación de proporciones con post-hoc de Bonferroni. Resultados: Puntajes por grupo (media±DS-%): D1) G3=39,2±5,6-78,5%; G2=38,8±6,1-77,6%; G1=36,7±5,7-73,1%. D2) G3=14,4±5,2-57,4%; G2=15,5±5,1-61,9%; G1=14,8±5,6-59,3%. D3) G3=22,8±3,1-91,2%; G2=21,2±4,3-84,7%; G1=18,9±6,5­76,3%. D4) G3=15,5±4,5­61,9%; G2=15,8±4,6-63,1%; G1=16,4±4,0-65,8%. Diferencias significativas: entre G1 y G3 en D1 (p=0,014) y entre los tres grupos en D3 (p<0,001). G1 y G3 se diferenciaron (p<0,05) en cin-co de los 10 reactivos de D1 y en todos los reactivos de D3. Conclusiones: Los estudiantes de primer año reportaron menos estrategias de planeación y con-trol. El trabajo colaborativo mostró un incremento a lo largo de la carrera (AU)

Objective: To compare self-regulated learning strat-egies in virtual contexts (VC) among dental students. Methods: Participants: Undergraduate dental students attending five subjects. (N=1514). We used a validat-ed self-report scale with 25 items grouped into five dimensions: D1) planning and control strategies, D2) motivational attributes, D3) collaborative work with colleagues, and D4) support from the advisor Statistical analysis: The relative percentage of the max-imum score was calculated. Students were grouped into 3: those in the last year of their degree (G3), an intermediate group (G2), and freshmen (G1). We used repeated measures ANOVA and Tukey's post-hoc test to compare the relative weights of the dimensions; X2 test, proportion comparisons, and Bonferroni post-hoc test were used for comparisons. Results: Scores by group (mean±SD-%): D1) G3=39.2±5.6-78.5%; G2=38.8±6.1-77.6%; G1=36.7±5.7-73.1%. D2) G3=14.4±5.2-57.4%; G2=15.5±5.1-61.9%; G1=14.8±5.6-59.3%. D3) G3=22.8±3.1-91.2%; G2=21.2±4.3-84.7%; G1=18.9±6.5­76.3%. D4) G3=15.5±4.5­61.9%; G2=15.8±4.6-63.1%; G1=16.4±4.0­65.8%. Significant differences were observed between G1 and G3 on D1 (p=0.014), and between the three groups on D3 (p<0.001). G1 and G3 differed (p<0.05) in five of the 10 D1 items and in all D3 items. Conclusions: Freshmen reported the lowest number of planning and control strategies. Collaborative work increased throughout the career (AU)

Challenges faced by undergraduate dental students during root canal treatment: a survey study / Desafios enfrentados por estudantes de graduação em odontologia durante o tratamento de canal radicular: um estudo de pesquisa

Introduction: root canal treatment is a challenging procedure often first encountered by undergraduate dental students, leading to various difficulties and mistakes. Objective: this study aimed to identify the specific difficulties encountered by undergraduate dental students during root canal treatment and the frequency of mistakes they committed in relation to these difficulties. Material and method: this study employed a cross-sectional survey design. A cohort of 60 third-year students completed a self-administered questionnaire consisting of 27 questions addressing various aspects of endodontic treatment and 11 key areas of root canal procedures. The response options for each question were based on a 4-point Likert scale. Data analysis was performed using Python programming language and heatmaps were created using the seaborn library to better understand the distribution of the data. Result: students encounter challenges in developing tactile sensation, accessory cone placement, and accurately reaching the apex during canal location. Dental schools should focus on improving students' tactile skills and methods to reach the apex to enhance the effectiveness of root canal treatment education. In contrast, students reported fewer mistakes in rubber dam application and safety measures during treatment. Dental educators should emphasize proper instrument use and safety precautions during root canal treatment. Interestingly, students did not perceive these areas as problematic despite committing mistakes. Conclusion: this study provides valuable insights into the challenges and mistakes encountered by undergraduate dental students during root canal treatment. Dental educators should address these issues to improve students' skills and techniques and provide optimal patient care.

Introdução: o tratamento endodôntico é um procedimento desafiador, frequentemente encontrado pela primeira vez por estudantes de odontologia, levando a diversas dificuldades e erros. Objetivo: este estudo teve como objetivo identificar as dificuldades específicas encontradas por estudantes de graduação em Odontologia durante o tratamento endodôntico e a frequência de erros cometidos por eles em relação a essas dificuldades. Material e método: este estudo empregou um desenho de pesquisa transversal. Um grupo de 60 estudantes do terceiro ano respondeu a um questionário autoaplicável composto por 27 perguntas abordando vários aspectos do tratamento endodôntico e 11 áreas-chave dos procedimentos de canal radicular. As opções de resposta para cada questão foram baseadas em uma escala Likert de 4 pontos. A análise dos dados foi realizada utilizando a linguagem de programação Python e mapas de calor foram criados utilizando a biblioteca seaborn para melhor compreender a distribuição dos dados. Resultado: os alunos encontram desafios no desenvolvimento da sensação tátil, na colocação do cone acessório e no alcance preciso do ápice durante a localização do canal. As escolas de odontologia devem se concentrar em melhorar as habilidades táteis e os métodos dos alunos para alcançar o ápice e aumentar a eficácia do ensino sobre tratamento de canal radicular. Em contrapartida, os estudantes relataram menos erros na aplicação do dique de borracha e nas medidas de segurança durante o tratamento. Os educadores odontológicos devem enfatizar o uso adequado dos instrumentos e as precauções de segurança durante o tratamento do canal radicular. Curiosamente, os alunos não consideraram estas áreas problemáticas, apesar de cometerem erros. Conclusão: este estudo fornece informações valiosas sobre os desafios e erros encontrados por estudantes de odontologia durante o tratamento endodôntico. Os educadores odontológicos devem abordar essas questões para melhorar as habilidades e técnicas dos alunos e fornecer o melhor atendimento ao paciente.

Factores asociados a la publicación científica de estudiantes de Estomatología de siete universidades cubanas / Scientific production on Orthodontics published in biomedical journals belonging to Cuban medical universities

La publicación científica es la etapa final del ciclo investigativo, por lo que se deben estudiar los factores que se relacionan con su realización en el pregrado. El objetivo del estudio fue determinar los factores asociados a la publicación científica de estudiantes de Estomatología de siete universidades cubanas. Se diseñó un estudio multicéntrico, observacional y transversal con análisis de datos secundarios. Se investigó acerca del logro de las publicaciones científicas, otras variables socioeducativas y de participación en temas científicos. Se obtuvieron las razones de prevalencias ajustadas, los intervalos de confianza a 95 por ciento (IC 95 por ciento) y los valores p, mediante modelos lineales generalizados. De los 738 alumnos encuestados, el 9,3 por ciento declaró haber publicado, al menos, un artículo científico. El promedio de publicaciones fue de 9 por ciento entre todas las universidades; el porcentaje más elevado fue el de la Universidad de Ciencias Médicas de Camagüey (19 por ciento) y el más bajo el de la Universidad de Ciencias Médicas de Granma (4 por ciento) hubo una mayor frecuencia de publicación científica entre los que habían participado en proyectos (RPa: 1,85; IC 95 por ciento: 1,18-2,88; p =0,007) y habían obtenido premios en eventos científicos (RPa: 5,66; IC 95 por ciento: 2,16-14,85; p < 0,001), ajustando por cuatro variables. Se concluye que existió un bajo porcentaje de alumnos que publicaron, lo cual se asoció con la participación en proyectos y la obtención de premios en eventos científicos(AU)

Scientific publication is the final stage of the investigative cycle, so the factors that are related to its elaboration in the undergraduate should be studied. The objective of the study was to determine the associated factors with the scientific publication of Dentistry students from seven Cuban universities. A multicenter, observational, cross-sectional study with secondary data analysis was designed. The achievement of scientific publications, other socio-educational variables and participation in scientific matters were investigated. Adjusted prevalence ratios, 95percent confidence intervals (95percent CI) and p-values were obtained using generalized linear models. Seven hundred thirty-eight (738) students were surveyed; 9.3percent of them declared having published at least one scientific article. The average number of publications was 9percent among all universities; the highest percentage was that of Universidad de Ciencias Médicas de Camagüey (19%) and the lowest that of Universidad de Ciencias Médicas de Granma (4percent). There was a higher frequency of scientific publication among those who had participated in projects (RPa: 1.85; 95percent CI: 1.18-2.88; p =0.007) and had obtained prizes in scientific events (RPa: 5.66 95percent CI: 2.16-14.85, p < 0.001). It is concluded that there was low percentage of students who published, which was associated with participation in projects and obtaining prizes in scientific events(AU)

Dental schools in Brazil and their social, macro-regional and oral health policy repercussions / Cursos de Odontologia no Brasil e suas repercussões sociais, macrorregionais e sobre as políticas de saúde bucal

Dentistry is a profession that has shown considerable growth in the last few years, as far as qualitative aspects and scientific production are concerned, and also in the number of undergraduate courses. Objective: to describe the profile of dentistry courses through official data and unofficial data, such as the existence of student support programs, gender disparities and availability of study places. Material and Methods: to this end, a survey of the 565 Dentistry courses registered by the Ministry of Education was carried out by three trained researchers and then of their respective websites and public domain information, followed by data analysis (R 4.1.2 R Core Team software, Vienna) and georeferencing (Qgis and ArcGis software). Results: as for the profile of the institutions that offer the course, 89.4% are private and as for the unofficial data, 63% of the sites do not have information regarding the teaching staff, 44.2% of the courses present a woman as coordinator and more than half report having at least one type of student support activity. It was possible to observe that the greatest availability of Dentistry vacancies is offered by private institutions and in courses coordinated by men. Conclusion: considering the information available on the college websites, it is important to keep them up to date and complete, so that students have access to the support activities that are relevant to their education.(AU)

A odontologia é uma profissão que tem apresentado crescimento considerável nos últimos anos, tanto no que diz respeito aos aspectos qualitativos e produção científica, como também no número de cursos de graduação. Objetivo: descrever o perfil dos cursos de odontologia por meio de dados oficiais e não oficiais, como a existência de programas de apoio estudantil, disparidades de gênero e disponibilidade de vagas de estudo. Material e Métodos: para tanto, foi realizado um levantamento dos 565 cursos de Odontologia cadastrados no Ministério da Educação por três pesquisadores treinados e, posteriormente, de seus respectivos sites e informações de domínio público, seguido da análise dos dados (R 4.1.2 R Núcleo Team software, Viena) e georreferenciamento (software Qgis e ArcGis). Resultados: quanto ao perfil das instituições que oferecem o curso, 89,4% são privadas e quanto aos dados não oficiais, 63% dos sites não possuem informações sobre o corpo docente, 44,2% dos cursos apresentam uma mulher como coordenadora e mais de metade refere ter pelo menos um tipo de atividade de apoio ao aluno. Foi possível observar que a maior oferta de vagas de Odontologia é oferecida por instituições privadas e em cursos coordenados por homens. Conclusão: considerando as informações disponibilizadas nos sites das faculdades, é importante mantê-las atualizadas e completas, para que os alunos tenham acesso às atividades de apoio pertinentes à sua formação (AU)

Factors Influencing Anxiety Levels During Dental Radiographic Examination Among Dental Students

@#Introduction: : Dental anxiety was found to be related to the radiographic procedure and can be influenced by sociodemographic characteristics of patients such as age, gender, level of education, and provoking factors such as past dental examination experience. Evaluating the anxiety regarding dental radiographic examination could be beneficial in ensuring the procedure’s continuance. This study aimed to measure the radiology knowledge among dental students and its association with anxiety due to dental radiographic examination. Methods: A cross-sectional study was conducted to collect the data using a questionnaire packet that included a knowledge and anxiety questionnaire, demographic data, and information about the experience of dental radiographic examination. A total sampling of 1st and 2nd year undergraduate and clerkship dental students at the Faculty of Dentistry, Universitas Gadjah Mada, Indonesia was selected based on inclusion and exclusion criteria. Anxiety-related factors were assessed using descriptive statistics and multiple linear regression conducted with STATA 15.1. Results: Results showed that knowledge and anxiety were negatively correlated but the correlation was not statistically significant. Gender, radiographic technique, and presence/absence of a companion during the examination were not correlated with anxiety. Meanwhile, the anxiety level was negatively and significantly correlated with age and examination frequency (p < 0.05). Multiple linear regression results showed strong evidence that age and examination frequency were the main factors for predicting anxiety. Conclusion: Although age, radiographic examination frequency, and educational level are significant bivariate predictors of anxiety, subsequent regression analysis indicated that only age and radiographic examination frequency influence anxiety.

Motivación de logro general y rendimiento académico en estudiantes cubanos de Estomatología / Motivation of general achievement and academic performance in Cuban dental students

Introducción: Al estudiar el rendimiento académico es importante abordar los factores influyentes en él, así como las causas a las que los estudiantes atribuyen sus éxitos o fracasos. De ahí la necesidad de contar con instrumentos válidos y confiables para tal fin. Objetivo: Validar una escala atribucional sobre la motivación de logro general en relación con el rendimiento académico en estudiantes cubanos de Estomatología. Métodos: Estudio de tipo instrumental, transversal y multicéntrico, que incluyó estudiantes de nueve universidades cubanas. A partir de un instrumento en español, validado en estudiantes venezolanos, se realizó un análisis factorial exploratorio y confirmatorio. Además, se calculó la consistencia interna con el coeficiente alfa de Cronbach. Resultados: Se incluyeron a 1324 participantes, de los cuales el 66,8 por ciento fueron mujeres y la media de la edad fue 21,2 ± 1,8 años. Los estadísticos KMO (0,918) y Bartlett (10112,063; gl = 153; p < 0,001) presentaron resultados aceptables y significativos. La varianza total explicada por los 18 ítems distribuidos en cuatro factores es adecuada (60,6 por ciento). Los análisis robustos muestran cómo la estructura factorial es satisfactoria. Se encontraron relaciones significativas entre todas las dimensiones de la escala, las que sugieren la presencia de patrones atribucionales adaptativos y desadaptativos. Conclusión: La escala es válida y confiable para identificar las atribuciones causales sobre el rendimiento académico general en estudiantes cubanos de Estomatología(AU)

Introduction: When studying academic performance it is important to address the influencing factors in it, as well as the causes to which students attribute their successes or failures. Hence the need to have valid and reliable instruments for this purpose. Objective: Validate an attributional scale on the motivation of general achievement in relation to academic performance in Cuban students of Stomatology. Methods: An instrumental, cross-sectional and multicenter study included students from nine Cuban universities. From an instrument in Spanish, validated in Venezuelan students, exploratory and confirmatory factor analysis were performed. In addition, the internal consistency was calculated with Cronbach's alpha coefficient. Results: 1324 participants were included, of which 66.8 percent were women and the mean age was 21.2 ± 1.8 years. The statisticians KMO (0.918) and Bartlett (10112.063; gl = 153; p < 0.001) presented acceptable and significant results. The total variance explained by the 18 items distributed in four factors is adequate (60.6 percent). Robust analyses show how the factor structure is satisfactory. Significant relationships were found between all dimensions of the scale, which suggest the presence of adaptive and maladaptive attributional patterns. Conclusion: The scale is valid and reliable to identify causal attributions about overall academic performance in Cuban stomatology students(AU)

Factores asociados a la percepción de estrés y ciclo académico en estudiantes, EPO - UNA-Perú / Factors associated with the perception of stress and academic cycle in students, EPO - UNA-Peru / Fatores associados à percepção de estresse e ciclo acadêmico em estudantes, EPO - UNA-Peru

Complementariamente, al estrés académico se le define como un proceso sistémico de carácter adaptativo y esencialmente psicológico. Objetivo. Determinar la relación de los factores asociados a la percepción del estrés con el ciclo académico en los estudiantes matriculados en el semestre académico 2020-I, en la Escuela Profesional de Odontología de la Universidad Nacional del Altiplano, Perú. Materiales y métodos. Se consideró el diseño de tipo no experimental de relacional y de corte transversal, con una muestra de 144 estudiantes, seleccionada por muestreo de tipo no probabilístico, donde se aplicó el cuestionario "Dental Environment Stress Questionaire". Resultados. En la dimensión de carga académica, la falta de tiempo entre seminarios y laboratorios o clínicas, falta de tiempo para realizar las tareas asignadas, asistencia y éxito en temas odontológicos, miedo a reprobar un curso o un semestre y falta de autoevaluación y el conocimiento de las propias competencias tienen una correlación positiva moderada con el ciclo académico, el retraso en la recepción de notas con el ciclo académico tiene una correlación positiva muy alta. En la dimensión de prácticas preclínicas y clínicas, la correlación de los factores que explican esta dimensión con el ciclo académico es positiva y baja; en la dimensión de tratamiento de pacientes, la correlación entre sus factores con el ciclo académico es positiva y muy bajo. Conclusiones. En la dimensión de Escuela Profesional y administración, la correlación de los factores considerados con el ciclo académico es positiva muy baja y en la dimensión de relaciones interpersonales, la correlación de competencia por las calificaciones y el ambiente creado por los docentes con el ciclo académico es positiva baja.

In addition, academic stress is defined as a systemic process of an adaptive and essentially psychological nature. Objective. To determine the relationship of the factors associated with the perception of stress with the academic cycle in students enrolled in the academic semester 2020-I, at the Professional School of Dentistry of the Universidad Nacional del Altiplano, Peru. Materials and methods. A non-experimental relational and cross-sectional design was considered, with a sample of 144 students, selected by non-probabilistic sampling, where the questionnaire "Dental Environment Stress Questionnaire" was applied. Results. In the dimension of academic load, lack of time between seminars and laboratories or clinics, lack of time to perform assigned tasks, attendance and success in dental subjects, fear of failing a course or a semester and lack of self-evaluation and knowledge of own competences have a moderate positive correlation with the academic cycle, the delay in receiving grades with the academic cycle has a very high positive correlation. In the dimension of preclinical and clinical practices, the correlation of the factors explaining this dimension with the academic cycle is positive and low; in the dimension of patient treatment, the correlation between its factors with the academic cycle is positive and very low. Conclusions. In the dimension of professional school and administration, the correlation of the factors considered with the academic cycle is positive and very low, and in the dimension of interpersonal relations, the correlation of competence for qualifications and the environment created by teachers with the academic cycle is positive and low.

Além disso, o estresse acadêmico é definido como um processo sistêmico de natureza adaptativa e essencialmente psicológica. Objetivo. Determinar a relação entre os fatores associados à percepção do estresse e o ciclo acadêmico dos alunos matriculados no semestre acadêmico de 2020-I na Faculdade Profissional de Odontologia da Universidade Nacional del Altiplano, Peru. Materiais e métodos. Foi considerado um projeto relacional não experimental e transversal, com uma amostra de 144 estudantes, selecionados por amostragem não-probabilística, onde foi aplicado o questionário "Questionário de Estresse do Ambiente Dental". Resultados. Na dimensão da carga acadêmica, a falta de tempo entre seminários e laboratórios ou clínicas, a falta de tempo para realizar as tarefas designadas, o comparecimento e o sucesso nas disciplinas odontológicas, o medo de falhar um curso ou um semestre e a falta de auto-avaliação e de conhecimento das próprias competências têm uma correlação positiva moderada com o ciclo acadêmico, a demora em receber notas com o ciclo acadêmico tem uma correlação positiva muito alta. Na dimensão da prática pré-clínica e clínica, a correlação dos fatores que explicam esta dimensão com o ciclo acadêmico é positiva e baixa; na dimensão do tratamento do paciente, a correlação entre seus fatores com o ciclo acadêmico é positiva e muito baixa. Conclusões. Na dimensão da escola profissional e da administração, a correlação dos fatores considerados com o ciclo acadêmico é positiva e muito baixa, e na dimensão das relações interpessoais, a correlação da competência para qualificações e do ambiente criada pelos professores com o ciclo acadêmico é positiva e baixa.

Evaluation of Stress among Dental Undergraduates and Postgraduates Using Salivary Cortisol as a

Background: Stress is a non?specific response of the body to any demand. Professional education has a certain level of stress inherent in it. Dental students have been reported in the literature to experience more stress than medical students. Objective: To evaluate the stress levels of dental students: first?year undergraduates, house surgeons, and final?year postgraduates, using salivary cortisol as a stress biomarker. Materials and Methods: Dental students above 18 years of age and without any systemic illness were included in the study. Those students with a drug history of corticosteroids, anti?depressants, and oral contraceptives were excluded from the study. Female participants experiencing pre?menstrual symptoms, pregnancy, and familial stressor issues were excluded from the study. First?year undergraduates, house surgeons, and final?year postgraduates were enrolled in the study. Unstimulated whole saliva was collected in the morning and evening between 9:00 and 10:00 am and between 3:00 and 4:00 pm. Salivary cortisol levels were assessed by chemiluminescence immuno?assay (CLIA). Results: Paired sample t?test was used to compare the diurnal variation among morning and afternoon samples within the groups. The salivary cortisol levels were found to be significant within the groups. One?way ANOVA was used to compare the salivary cortisol levels between the groups. The salivary cortisol levels within the groups were not statistically significant. Conclusion: Salivary cortisol is a non?invasive biomarker of stress. Postgraduates had higher salivary cortisol levels than other study groups.

Attitude and practice of self-medication among 2nd-year dental students in a tertiary care teaching hospital: A questionnaire-based cross-sectional study

Background: It is a common believe that self medication prevails more in medical students. Dental students do believe in self medication. With this background, current study aimed to determine the attitude and practice of self medication among dental students. Aim and Objective: To know prevalence, attitude and practice of self medication among dental students in a dental college. Materials and Methods: A descriptive cross-sectional study was conducted among 2nd year dental students in a tertiary care teaching hospital to assess attitude and practice regarding self-medication. Data were collected from 90 students using a semi-structured self-administered questionnaire. Results: The study finding revealed that overall prevalence of self medication is 86.67% among the participants. There is an increase in prevalence of self medication from 58.97 to 86.67% after joining to professional course. Most common source of self medication is senior抯 advice (92.30%) followed by book reference (83.33%). Most common disease for which self medication is used are fever, headache/body ache, cold/flu (100%) followed by acid peptic disease (92.30%). The use of self medication is more in communicable/infectious disease (91.02%) than noncommunicable disease (62.82%). Most commonly used drug for self medication are analgesics, antiallergics and antipyretics (100%) followed by antacid/PPI (84.61%). The prevalence of use of antibiotics among the participants are 73.07%. 26.29% participants use herbal medication as self medication. Most of the participants use self medication as and when basis (52.57%). Only 25.64% participant took full course of the medication and 21.79% participants use self medication for long term. Most of the participants strongly agree or agree for self medication in community and among dental students. About 54% disagree saying medicine should be prescribed by licensed medical practitioner. Conclusion: Attitude and practice of the students towards self-medication was positive and reason being dental students and influence of seniors. Since they are in the initial year of course with inadequate knowledge, awareness must be created about appropriate use and adverse drug reaction arising from self-medication.