Frequency of burnout in dental students and its relationship with stress level, depressive, and anxiety state

Abstract

Abstract Background This study aimed to identify the prevalence of burnout in dental students at the Dentistry School of University of Qadisiya, Iraq. All students at the dentistry school were invited to participate in the study. Medical and dental education is a highly demanding endeavor. Burnout is associated with anxiety, depression, and stress levels. Addressing these psychological factors and manage them early will improve the well-being of students. Material and methods A cross-sectional questionnaire survey was conducted with the participation of 147 dentistry school students. The students completed a sociodemographic data form, the Depression Anxiety Stress Scale-21 (DASS-21), and the Maslach Burnout Inventory (MBI). Results The DASS-21 scale scores for all three components (depression, anxiety, and stress) were high in 74.1%, 90.4%, and 98% of the respondents, respectively. The results also showed that high scores of emotional exhaustion, depersonalization, and personal accomplishment were reported in 50.3%, 67.3%, and 89.8% respectively. MBI revealed a significant association with presence of an established diagnosis of a mental illness or a chronic illness, but not with sociodemographic characteristics. Students had a high stress perception but had relatively lower than depression and anxiety. Almost half of the students reported that they were moderately or severely depressed or anxious. Conclusion All MBI subscales had statistically significant correlation with scores of mental health or chronic physical illnesses. The respondents reported high percentages of all components of MBI. Prevalence of depression, anxiety, and stress is much higher in dental students compared to the general population. They also have a very high prevalence of all components of the MBI. Further research is warranted to explore additional factors contributing to burnout and mental health issues among dental students and to develop effective strategies for prevention and intervention.