Assessment of examination anxiety and stress among dental students taking the licensed integrated exams «Krok»

Abstract

Background. Dental students are frequently exposed to high levels of stress, with rigorous training, demanding clinical practice, and the expectation to achieve academic excellence. The academic workload associated with dental education plays a significant role in the mental health of students. These pressures may lead to significant mental health challenges, specifically stress, anxiety, and depression, potentially impacting their academic performance, personal lives, and future professional practice. The aim of this study was to assess the level of stress, anxiety and depression among dental students of the 3rd and 5th years of study during the period of taking the exam «Krok». Scientific Novelty of the Study. For the first time, a systematic comparative evaluation was conducted regarding the psycho-emotional state (stress, anxiety, and depression) of dental students at key transitional stages of their professional training during the «Krok» examination period. Specifically, the novelty is defined by the following points: Comparative Stage-Specific Analysis: Differentiated data were obtained on the psychological impact of «Krok 1» (3rd year/basic medical disciplines) versus «Krok 2» (5th year/clinically oriented dental disciplines), revealing how stress profiles evolve from preclinical to clinical education. Materials and Methods. This study was conducted during of the academic year 2025-26, at the Ternopil National Medical University Ministry of Health of Ukraine (TNMU), Ukraine. The eligible study group consisted of 150 undergraduate dental students from 3rd year of a 5th year study; they were surveyed with a detailed assessment tool the perceived stress scale (PSS-10). Practical significance. While anxiety remains a prevalent concern among students, the widespread use of adaptive coping strategies may serve as a protective factor that supports academic functioning. Conclusion. Understanding the specific factors associated with stress, anxiety, and depression among dental students is crucial for developing targeted interventions. Effective coping strategies and access to support systems are essential to mitigate the psychological burden faced by dental students. Moreover, institutional support, such as mental health counseling services, peer mentoring, and faculty guidance, can play a crucial role in fostering resilience.