Factores asociados a estrés en los estudiantes de pregrado de la facultad de odontología de la universidad Santo Tomás según la escala DES

Abstract

The study of undergraduate dental contains various pedagogical methods that require the acquisition of intensive academic responsibilities, clinical and ethical scheduled during the ten semesters and also that students submit skills, competencies and cognitive, clinical and interpersonal skills. These responsibilities and activities of that faculty, students produce in the high stress levels that should be considered by teachers and academic leaders in the daily activities of undergraduate. For years, dentistry has been seen as a profession that generates high levels of stress in those who practice it. It has been reported that students and dental professionals perceive and experience high levels of stress and symptoms due to multiple occupations and constant worries that experience. High levels of stress can develop in humans a disease called burnout syndrome characterized by emotional exhaustion, depersonalization and reduced personal accomplishment. This work is done in order to identify the sociodemographic factors associated with stress and major stressors present in undergraduate faculty of dentistry at the Universidad Santo Tomás in the first half of 2012 with reference to the scale Dental Stress Enviroment (DES). It also aims to describe the main stressors on the DES-s scale undergraduates of 1-5 faculty of dentistry and identify demographic factors associated with high levels of stress in undergraduate faculty are dentistry. For the collection of information is necessary to the conduct of survey of a modified version of the Dental Environment Stress questionnaire (DES) to a sample of 426 students from first to fifth semester of the Faculty of Dentistry, Universidad Santo Tomás. We found the stress factors, which triggers more stress is the fear of failing a course or a year, with an average score of 3.17; This factor has similar percentages of mean stress score (3.36) in relation to 2nd and 5th semester. This coincides with a study by Fonseca and Divaris, where this factor was that higher levels of stress triggered a global average of 3.5; and followed by this factor, are assessments and qualifications. It was also shown that the highest percentages of stress are in the fifth and work and study at the same time creates an atmosphere of greater stress than in the population who only studied. It is recommended that the administration of the faculty develop effective study strategies, including methods of improvement of concentration and realization of academic work, achieve safer apprentices, so that the greatest stressor, fear of failing a course or a year , lower your stress levels significantly.