Stress Management for Students in Dental Education: A Scoping Review
Bibliographic record
Abstract
Stress in the university setting is well-reported. This scoping review aims to synthesize and evaluate the current literature on stress in dental education to understand stress and stress-management interventions that have been trialed with dental students. Using the Arksey and O'Malley framework to organize this scoping review, a systematic search strategy was chosen with keywords to identify stress management within the dental student population. Several databases were searched: PubMed, Scopus, Dentistry and Oral Sciences Source, Cochrane, and Eric. The search terms included "students", "dentistry", "education", "management", and "stress". The review included only peer-reviewed articles published within the last 10 years (2014-2024). Included articles (n = 28) were organized by theme: (1) Problem-focused (prevalence and incidence of stress) (n = 4); (2) Factors influencing stress (socioeconomic, sociodemographic, sociopolitical, lifestyle factors, etc.) (n = 18); (3) Intervention-based (educational, support, movement, cognitive) (n = 6). The articles that were intervention-based were evaluated using the RE-AIM Framework, which covers five dimensions: Reach, effectiveness, adoption, implementation, and maintenance. The literature review revealed a significant incidence of stress among dental students, yet there is a notable deficiency in robust research detailing effective interventions and their sustained impact on this demographic. Interventions fell under four main categories: Educational-based interventions (n = 1), support-based interventions (n = 1), movement-based interventions (n = 3), and cognitive-based interventions (n = 1). Overall, two intervention-based articles were randomized control trials, and two of the studies found significant changes in perceived stress levels or stress biomarkers. The findings underscore a need for further research in developing and testing effective stress-management interventions in dental students.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.018 | 0.067 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.006 | 0.005 |
| Bibliometrics | 0.018 | 0.015 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.004 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".