Başağaoğlu Demirekin Zeynep, Buyukcavus Muhammed Hilmi
Department of Prosthodontics, Faculty of Dentistry, Suleyman Demirel University, Isparta, Turkey.
Department of Orthodontics, Faculty of Dentistry, Suleyman Demirel University, Isparta, Turkey.
BMC Med Educ. 2022 Apr 23;22(1):309. doi: 10.1186/s12909-022-03382-y.
The long-term psychological effects of COVID-19 on dental students are unclear. The aim of this cross-sectional online study was to investigate the psychological effects of the COVID-19 pandemic on dental students.
The Quality of Life Scale (WHOQOL-BREF) was sent to all dental students through Google Forms to evaluate their quality of life (QoL), and the DASS-21 scale was used to evaluate their psychosocial status due to distance learning during the COVID-19 pandemic. The answers were analyzed both on the basis of year of education and type of education (online versus classroom learning). One-way ANOVA was used for comparison of students in the different years of education; post hoc LSD test was used for pairwise comparisons. Sample t-test was used to compare the two groups separated as classroom/face-to-face learning and distance/online learning.
The questionnaire was completed by 580 students with a response rate of 87.74%. According to the QoL scale results, there was no significant difference between the groups regarding general health, physical health, and psychology, both between different years and learning methods (p > 0.05). According to the results of the DASS-21 scale, anxiety and depression in the 3rd year students were significantly higher than the other years. The stress level of the 2nd year students was statistically significantly different from the other years (p < 0.05). Evaluation of anxiety, stress and the QoL showed an overall detrimental effect of distance learning on the dental students, although the evaluation did not reach statistical significance.
Anxiety, stress and factors affecting the quality of life negatively affected dental students who received online/distance learning, although the difference did not reach statistical significance when compared to students who received in-classroom learning.
新冠疫情对牙科学生的长期心理影响尚不清楚。这项横断面在线研究的目的是调查新冠疫情对牙科学生的心理影响。
通过谷歌表单向所有牙科学生发放生活质量量表（WHOQOL-BREF）以评估他们的生活质量（QoL），并使用DASS-21量表评估他们在新冠疫情期间因远程学习而产生的心理社会状况。根据教育年份和教育类型（在线学习与课堂学习）对答案进行分析。采用单因素方差分析比较不同教育年份的学生；事后LSD检验用于两两比较。样本t检验用于比较分为课堂/面对面学习和远程/在线学习的两组。
580名学生完成了问卷，回复率为87.74%。根据生活质量量表结果，不同年份和学习方法的组间在总体健康、身体健康和心理方面均无显著差异（p>0.05）。根据DASS-21量表结果，三年级学生的焦虑和抑郁水平显著高于其他年级。二年级学生的压力水平与其他年级在统计学上有显著差异（p<0.05）。焦虑、压力和生活质量的评估显示，远程学习对牙科学生总体有不利影响，尽管该评估未达到统计学意义。
焦虑、压力和影响生活质量的因素对接受在线/远程学习的牙科学生产生了负面影响，尽管与接受课堂学习的学生相比，差异未达到统计学意义。
