Diaphragmatic Breathing and Performance Anxiety in Dental Students

Abstract

Purpose/Objectives. The aims of this study were to assess first-year dental students’ attitudes and perceptions of diaphragmatic breathing (DB) and compare students with and without performance anxiety in terms of their attitudes and perceptions of DB. Methods. A lecture discussing a DB technique was presented to 195 students in the Operative Dentistry course at Tufts University School of Dental Medicine. Post-lecture, a 10-question survey was distributed and addressed students’ attitudes and perceptions towards DB and its potential impact in dental school, personal lives, and future careers. Results. Of the 81 surveys completed, 44 students (54%) reported having heard of DB previously; 59 (73%) reported they experience performance anxiety. Seventy-two students (89%) reported thinking that practicing DB will benefit them as practicing dentists; 71 (88%) reported they would use it if stressed in everyday life. Seventy-six (94%) reported they would be interested in using the technique before a competency exam. Students reporting performance anxiety expressed significantly greater agreement that DB is a valuable coping tool ( P = .016) and willingness to participate in DB before an Operative Dentistry competency exam ( P = .018). Conclusions. Teaching diaphragmatic breathing to first-year dental students may provide them with a valuable coping tool to mitigate stress and anxiety.