(PR050) Understanding the Roots of Endodontic Anxiety Among Dental Students

Objectives: Dental students often experience anxiety surrounding endodontics, particularly in the clinical aspect, which can affect their learning outcomes and clinical performance. This study aims to explore the underlying factors contributing to endodontic anxiety among dental students at different stages of their education, hypothesizing that teaching methods, and peer influence significantly shape their perception. The rationale is to identify key contributors to this anxiety and propose evidence-based recommendations for curriculum adjustments to mitigate it, with a focus on understanding when these anxieties begin to develop during dental school.

Methods: A qualitative study design was utilized, involving semi-structured interviews. A sample of 15 students per class (D1-D4) were selected to ensure diverse representation, resulting in a total sample of 60 students. Stratification by gender and year of study was applied. One-on-one interviews were conducted with open-ended questions to explore the development of perceptions about endodontics at various stages of dental education. Thematic analysis was used.

Results: Results indicated that peer narratives and professor interaction significantly influenced students’ anxiety levels. Specific incidents during clinical training and perceived complexity in endodontics were reported as sources of stress. Teaching styles and support from faculty members were highlighted as factors that either alleviated or exacerbated anxiety.

Conclusion: This study underscores the multifactorial nature of endodontic anxiety among dental students, identifying faculty interaction as a primary contributor. Curriculum modifications to improve faculty engagement could alleviate endodontic anxiety, ultimately enhancing students’ confidence and competence in the field. Future research should explore intervention strategies to improve endodontic education and reduce associated anxiety.