Dental Students' Discomfort and Anxiety During the First and the Second Lockdown Due to COVID-19 Pandemic at the School of Dental Medicine, University of Zagreb.

OBJECTIVES

The aim of the study was to assess discomfort and anxiety of dental students caused by the COVID-19 pandemic crisis and to assess quality of the study during the crisis, as well as to compare subjective experiences and attitudes of preclinical and clinical students towards lectures and practicals during the first and the second lockdown at the School of Dental Medicine, University of Zagreb.

METHODS

This research was conducted using online questionnaires. The questionnaires were compiled by students for a presentation at the Brescia Colloquium 2020. The participants were integrated undergraduate and graduate dental students from the School of Dental Medicine, University of Zagreb. The questionnaires were completed by students during March 2020 and during February 2021 and were anonymous. For the statistical analysis of the data, the software package SPSS 20 (IBM Corp., Armonk, New York, USA) was used. Descriptive statistical analysis was used to determine the basic statistical parameters (frequencies, median, mod, minimum and maximum values). The significance of the differences among the tested groups was assessed by the Chi-Square or the Fisher's Exact Tests.

RESULTS

All dental students experienced some discomfort and were worried about the future competence. No gender differences were found (p>0.05). Preclinical students were less motivated than clinical students (p<0, 01) during first lockdown, while significant differences were found between preclinical and clinical students considering safety, competence and confidence to treat patients during second lockdown.

CONCLUSIONS

COVID-19 pandemic impacted the wellbeing of the students, their learning and teaching at the School of Dental Medicine, University of Zagreb. Students were more overwhelmed by the pandemic during the first lockdown than during second lockdown and have adapted well to the new forms of teaching. However, they are still uncertain about competency in the clinical environment and their future career.