Fouillen K J, Duncan H F, Chevalier V
Brest University Hospital, University of Bretagne Occidentale, UBO, Brest, France.
SPURBO, University of Bretagne Occidentale, Brest, France.
Int Endod J. 2025 Aug 8. doi: 10.1111/iej.70012.
Endodontics is considered a challenging and stressful area by dental practitioners and particularly by dental undergraduate students. Stress or anxiety is prevalent among dental undergraduates, with academic and clinical factors considered the principal sources. In addition, the lowest level of student confidence is generally observed when undertaking complex procedures such as root canal treatment.
The aim of this review was to investigate the factors responsible for stress, anxiety and confidence in endodontic education and to identify factors which could potentially moderate undergraduate student stress and enhance confidence, improve well-being before concluding by suggesting potential educational improvements.
A narrative review was performed by searching 3 databases (Pubmed, Web of Science and Scopus). Inclusion criteria were original research reports related to undergraduate dental students' stress, anxiety or confidence in endodontics education. Quantitative, qualitative or mixed-method studies were considered.
This narrative review included 51 studies, which were subdivided into six categories describing factors that have an influence on student stress, anxiety and confidence in endodontics: the patient, the clinical procedure, the academic staff, the teaching methods, the clinical organisation and the student. The management of the endodontic patient's expectations, personality and sometimes acute pain can be stressful for the student. The clinical endodontic procedure, with its complexity and multiple steps, visualisation difficulties and possible complications can also be challenging. Academic staff experienced in endodontics, who are supportive and provide consistent advice, are crucial in managing student stress and anxiety. Educational methods also play an important role in increasing confidence, with a reflective approach, a special focus on hands-on sessions and clinical support with systematic feedback. The clinic should be well-organised and ideally multi-disciplinary, with adequate endodontic equipment and should ensure that the student has sufficient time to practise. Finally, the student's individual stress level is an important factor. The year of training as well as gender should be considered as having an influence on the student stress level.
Undergraduate students find endodontics stressful. Educational improvements in endodontics can contribute to moderating the stress and increasing confidence, while improving endodontic learning and promoting student well-being.
牙髓病学被牙科从业者，尤其是牙科本科生视为一个具有挑战性和压力的领域。压力或焦虑在牙科本科生中普遍存在，学术和临床因素被认为是主要来源。此外，在进行诸如根管治疗等复杂操作时，学生的信心水平通常处于最低。
本综述的目的是调查牙髓病学教育中导致压力、焦虑和信心的因素，并确定可能减轻本科生压力、增强信心、改善幸福感的因素，最后提出潜在的教育改进建议。
通过检索3个数据库（PubMed、科学网和Scopus）进行叙述性综述。纳入标准是与牙科本科生在牙髓病学教育中的压力、焦虑或信心相关的原始研究报告。定量、定性或混合方法研究均予以考虑。
本叙述性综述纳入了51项研究，这些研究被细分为六类，描述了对学生在牙髓病学方面的压力、焦虑和信心有影响的因素：患者、临床操作、学术人员、教学方法、临床组织和学生。管理牙髓病患者的期望、个性以及有时的急性疼痛对学生来说可能会有压力。临床牙髓病操作，因其复杂性、多个步骤、可视化困难以及可能的并发症，也具有挑战性。在牙髓病学方面经验丰富、给予支持并提供一致建议的学术人员，对于管理学生的压力和焦虑至关重要。教育方法在增强信心方面也起着重要作用，采用反思性方法、特别注重实践课程以及提供有系统反馈的临床支持。诊所应组织良好，理想情况下是多学科的，配备足够的牙髓病设备，并应确保学生有足够的时间进行练习。最后，学生的个人压力水平是一个重要因素。培训年份以及性别应被视为对学生压力水平有影响。
本科生发现牙髓病学有压力。牙髓病学教育的改进有助于减轻压力、增强信心，同时改善牙髓病学学习并促进学生的幸福感。
