Manolova Maria S, Stefanova Vesela P, Panayotov Ivan V, Romieu Guilhem, Belcheva Ani B, Markova Kremena B, Levallois Bernard
Department of Operative Dentistry and Endodontics, Faculty of Dental Medicine, Medical University, Plovdiv, Bulgaria.
Folia Med (Plovdiv). 2012 Apr-Jun;54(2):52-9. doi: 10.2478/v10153-011-0089-3.
The term "stress" refers to the effect of certain external factors (physical or mental) on the individual's physical and psychological health. Stress is very high in dental medicine. It may well be generated by the process of training in dentistry. During their training dental students express high levels of stress and considerable stress-related symptoms such as physical problems, depression, obsessive-compulsive and personality disorders. The perceived stress can be dependent on socio-cultural factors. The type of personality, gender, emotional intelligence and other individual characteristics may also influence the stress effects.
To determine the main sources of stress in students during their dental training and compare the level of stress fifth-year dental students experience in the Faculty of Dental Medicine, Plovdiv, Bulgaria and the Faculty of Dentistry in Montpellier, France.
We recruited in the study fifth-year students from the Faculty of Dental Medicine in Plovdiv, Bulgaria and the Faculty of Dentistry in Montpellier, France. The modified Dental Environment Stress (DES) questionnaire was used to assess the effect of the various stressors. The questionnaire survey was conducted between February and March 2008.
The living arrangements domain indicates higher levels of stress in Bulgarian students compared to their French counterparts with significant statistical difference for all factors. In personal factors the highest levels of stress were found with respect to the reduced holidays during school year and financial problems. Exams were the highest stressor in academic work domain and for the survey as a whole. In educational environment factors the stressors with the highest significance were the interactions with patients, academic environment (for French students) and risk of cross transmitted infections (for Bulgarian students). The high stress during clinical work is related to completing the assigned clinical workload quota and the shortage of time for clinical work.
The students from both faculties report the highest mean levels of stress are related to examinations and clinical factors. Bulgarian students experienced higher mean levels of stress compared to their French colleges. The differences in mean stress levels are associated with socio-cultural factors and variations in educational curriculums at both dental faculties.
“压力”一词指某些外部因素（身体或心理方面）对个体身心健康的影响。牙科医学中的压力非常大。它很可能是由牙科培训过程产生的。在培训期间，牙科专业学生表现出高水平的压力以及相当多与压力相关的症状，如身体问题、抑郁、强迫症和人格障碍。感知到的压力可能取决于社会文化因素。人格类型、性别、情商和其他个人特征也可能影响压力效应。
确定牙科专业学生在培训期间压力的主要来源，并比较保加利亚普罗夫迪夫牙科医学院和法国蒙彼利埃牙科学院五年级牙科学生的压力水平。
我们在该研究中招募了来自保加利亚普罗夫迪夫牙科医学院和法国蒙彼利埃牙科学院的五年级学生。使用改良的牙科环境压力（DES）问卷来评估各种压力源的影响。问卷调查于2008年2月至3月进行。
生活安排领域表明，保加利亚学生的压力水平高于法国学生，所有因素均存在显著统计学差异。在个人因素方面，学年假期减少和经济问题导致的压力水平最高。考试是学术工作领域以及整个调查中最大的压力源。在教育环境因素方面，最具显著性的压力源是与患者的互动、学术环境（对法国学生而言）和交叉感染风险（对保加利亚学生而言）。临床工作期间的高压力与完成指定的临床工作量配额以及临床工作时间短缺有关。
两所学院的学生都报告说，平均压力水平最高与考试和临床因素有关。保加利亚学生的平均压力水平高于法国学生。平均压力水平的差异与社会文化因素以及两所牙科学院教育课程的差异有关。
