Assessing Dental Students’ Emotions While Treating Uncooperative Children: A Pilot Study

Ida Kornerup; Sharon Compton; Qi Guo; Mark Gierl; Hollis Lai; Karla Carpio Horta; Raisa Catunda; Mehdi Salehizeinabadi

doi:10.47990/nf72ba86

Authors

Ida Kornerup University of Alberta, Edmonton, Alberta, Canada https://orcid.org/0000-0002-0944-5984
Sharon Compton University of Alberta, Edmonton, Alberta, Canada https://orcid.org/0000-0002-6546-4530
Qi Guo University of Alberta, Edmonton, Alberta, Canada https://orcid.org/0000-0002-8685-6015
Mark Gierl University of Alberta, Edmonton, Alberta, Canada https://orcid.org/0000-0002-2653-1761
Hollis Lai University of Alberta, Edmonton, Alberta, Canada https://orcid.org/0000-0002-5531-6622
Karla Carpio Horta University of Alberta, Edmonton, Alberta, Canada https://orcid.org/0000-0002-1006-9592
Raisa Catunda University of Alberta, Edmonton, Alberta, Canada https://orcid.org/0000-0001-5589-402X
Mehdi Salehizeinabadi University of Alberta, Edmonton, Alberta, Canada https://orcid.org/0009-0009-0277-031X

DOI:

https://doi.org/10.47990/nf72ba86

Keywords:

patient care, student, oral health, children, anxiety

Abstract

Introduction: Dental students often face emotional challenges when managing uncooperative pediatric patients, which may lead to reduced interest in treating children post-graduation, limiting access to pediatric dental care. Objective: This study aimed to examine dental students' emotional experiences while treating uncooperative children and their perceptions of the training provided on behavioral management techniques. Materials and Methods: This cross-sectional survey-based pilot study was conducted at an urban, university-affiliated dental clinic during the 2017-2018 academic year. The target population consisted of 41 third-year dental students in their first year of clinical rotations, from which 29 students completed the survey. Informed consent was obtained, emphasizing voluntary participation or withdrawal. Students were invited to complete an 18-question Likert-scale survey. Access was restricted to their unique university emails, ensuring participation integrity. To avoid academic pressure, a research assistant administered the survey. The survey included questions adapted from established tools such as the State-Trait Anxiety Inventory (STAI) and validated by two pediatric dentistry experts. Responses were analyzed using descriptive statistics and path analysis to explore relationships between stress, training adequacy, and behavioral management perceptions. Results: A majority (75.9%) of students reported stress while treating uncooperative children, with 58.6% experiencing anxiety and 69.0% frustration. Additionally, 13.8% expressed concerns about harming the child. While 51.7% were satisfied with their treatment outcomes, 65.5% indicated needing further behavioral management training. Conclusion: This study highlighted significant stress and anxiety among managing uncooperative pediatric patients. Enhanced training in behavioral management and increased clinical exposure are essential to prepare students for practice confidently.

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