Meanings attributed to clinical activities by undergraduate dental students

Abstract

Although the integrated clinical program is a fundamental setting for strengthening the university’s ties with the community and exposing future professionals to different realities, clinical practice at the teaching clinic is one of the most challenging, demanding, and exhausting stages of undergraduate studies, causing anxiety and insecurity among students. Given this scenario, the purpose of this study was to understand the meanings attributed to on-campus clinical activities by final-year dental students, using a clinical-qualitative approach. The sample consisted of 7 participants and was selected intentionally and sequentially from fifth-year students in the undergraduate program at a public university in the State of São Paulo; the sampling process was terminated based on the criterion of theoretical saturation of information. For data collection, individual interviews were conducted remotely using a semi-structured script of open-ended and in-depth questions. All material obtained was recorded, transcribed in full, and analyzed using Clinical-Qualitative Content Analysis. The following categories emerged as results: “Anxieties caused by productivity demands”; “Two sides of the coin: Is clinical practice truly integrated?”; and “Conflictual and non-dialogic relationship between professor and student.” It was concluded that clinical activities generate frustration and anxiety resulting from the accumulation of tasks and a lack of dialogue with faculty members; however, students emphasize the fundamental importance of integrated clinical training in bringing them closer to practical reality, highlighting the need to invest in learning environments that prioritize dialogic relationships and patient-centered care.