Dental Hygiene Degree Program, Dalhousie University, Halifax, Nova Scotia, Canada.
Faculty of Dentistry, School of Dental Hygiene, Dalhousie University, Halifax, Nova Scotia, Canada.
J Dent Educ. 2023 Apr;87(4):471-496. doi: 10.1002/jdd.13143. Epub 2022 Nov 29.
Student burnout can be defined as the negative reactions that occur because of prolonged academic stress, which can result in emotional exhaustion/exhaustion (EE/EX), depersonalization/cynicism, and diminished personal accomplishment/reduced academic efficacy (DPA/RAE).
The purpose of this scoping review is to determine if burnout is prevalent in oral health students (OHS); identify the factors that are shown to be predicators of burnout in OHS; determine the preventive and coping strategies OHS used to mitigate the effects of burnout; and identify gaps in the literature on burnout in OHS.
A systematic search was completed using the following databases: PubMed, CINAHL, EBSCO, and ERIC. The returns were screened by all members of the team using inclusion and exclusion criteria, and the studies that met the criteria were appraised.
Eighteen studies assessed burnout in OHS, 15 studied dental students, 2 studied dental hygiene students, and 1 studied both. Findings concerning the prevalence of burnout varied greatly across the literature with anywhere between 7% and 70.4% of OHS reporting suffering from burnout syndrome. The most prevalent scale of burnout in OHS was EE/EX with 10%-66.2% of OHS reporting high levels. Stressors for OHS were years of study, clinical components, and demanding academic courses. Early identification and interventions are keys to prevent the negative consequences of burnout.
Burnout in OHS can affect their mental health, empathy toward patients, and professional conduct. Therefore, educating students and faculty on the signs and symptoms of burnout is key in preventing detrimental effects that may inhibit their academic success.
学生倦怠可被定义为因长期学业压力而产生的负面反应，其可能导致情绪耗竭/疲惫（EE/EX）、去人性化/玩世不恭以及个人成就感降低/学业效能降低（DPA/RAE）。
本综述旨在确定口腔健康学生（OHS）是否存在倦怠现象；确定哪些因素是 OHS 倦怠的预测因素；确定 OHS 用来减轻倦怠影响的预防和应对策略；并确定 OHS 倦怠文献中的空白。
使用以下数据库进行系统检索：PubMed、CINAHL、EBSCO 和 ERIC。所有团队成员都使用纳入和排除标准对检索结果进行筛选，符合标准的研究进行评估。
有 18 项研究评估了 OHS 的倦怠情况，其中 15 项研究了牙科学生，2 项研究了牙科卫生学生，1 项研究了两者。文献中关于倦怠发生率的研究结果差异很大，OHS 中报告患有倦怠综合征的比例在 7%至 70.4%之间。OHS 中最常见的倦怠量表是 EE/EX，有 10%-66.2%的 OHS 报告高水平的倦怠。OHS 的压力源是学习年限、临床部分和要求严格的学术课程。早期识别和干预是预防倦怠负面影响的关键。
OHS 的倦怠会影响他们的心理健康、对患者的同理心和职业行为。因此，教育学生和教师了解倦怠的迹象和症状是预防可能阻碍他们学业成功的不利影响的关键。
