Levartovsky Shifra, Msarwa Soad, Reiter Shoshana, Eli Ilana, Winocur Efraim, Sarig Rachel
Department of Oral Rehabilitation, The Maurice and Gabriela Goldschleger School of Dental Medicine, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv 6997801, Israel.
Department of Oral Pathology and Maxillofacial Imaging Oral Medicine, The Maurice and Gabriela Goldschleger School of Dental Medicine, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv 6997801, Israel.
J Clin Med. 2021 Dec 21;11(1):10. doi: 10.3390/jcm11010010.
Psychosocial factors may play an important role in the etiology of sleep and awake bruxism. The purpose of this study was to assess the relationship between emotional stress and bruxism in male and female dental students at various stages of their education. Dental education in Israel is based on a six-year curriculum, divided into three stages: pre-medical studies (yr. 1-2), manual skills (yr. 3-4), and clinical experience (yr. 5-6). Each stage requires different capabilities and skills. Questionnaires regarding psychological state (SCL-90) measuring depression, anxiety, and somatization as well as stress evaluation questioners (Perceived Stress Scale questionnaire 14) were completed by 387 dental students in the 1st to 6th years. Sleep and awake bruxism were evaluated based on the respondent's awareness. During the manual stage of studies, a significant increase was identified, albeit with weak correlations, between stress scales, depression, anxiety, somatization, and the prevalence of awake bruxism, particularly among males. Only in females was sleep bruxism correlated with emotional parameters, whereas no significant difference in sleep bruxism was observed in males throughout the stages of the study. The manual years of dental education were found to be linked to higher levels of emotional distress and awake bruxism, particularly in men. Sleep bruxism, on the other hand, was not directly linked to emotional factors, implying a distinct etiology.
社会心理因素可能在睡眠性磨牙症和觉醒性磨牙症的病因中起重要作用。本研究的目的是评估在不同教育阶段的男女牙科学生中，情绪压力与磨牙症之间的关系。以色列的牙科教育基于六年制课程，分为三个阶段：医学预科学习（第1 - 2年）、操作技能学习（第3 - 4年）和临床实习（第5 - 6年）。每个阶段需要不同的能力和技能。387名1至6年级的牙科学生完成了关于心理状态（SCL - 90）的问卷，该问卷用于测量抑郁、焦虑和躯体化症状，以及压力评估问卷（感知压力量表问卷14）。根据受访者的自我认知对睡眠性磨牙症和觉醒性磨牙症进行评估。在操作技能学习阶段，发现压力量表、抑郁、焦虑、躯体化症状与觉醒性磨牙症的患病率之间存在显著增加，尽管相关性较弱，尤其是在男性中。只有女性的睡眠性磨牙症与情绪参数相关，而在整个研究阶段，男性的睡眠性磨牙症没有观察到显著差异。研究发现，牙科教育的操作技能学习阶段与更高水平的情绪困扰和觉醒性磨牙症有关，尤其是在男性中。另一方面，睡眠性磨牙症与情绪因素没有直接联系，这意味着其病因不同。
