Transitioning from Preclinical to Clinical Training: An Evaluation of Students’ Challenges and Adaptation Strategies

Abstract

Dental college is a rigorous professional path that includes preclinical skill development, clinical competency, and theoretical instruction. Students encounter a variety of academic, clinical, and psychological obstacles during their formative first year and the demanding internship phase. Objective - The daily challenges faced by dentistry students at all five academic levels—first, second, third, final, and internship are examined in this cross-sectional questionnaire-based study. Material and methods - 450 participants from Jkkndch were given a validated survey. Result - According to the findings, the most often mentioned problems were exam pressure,clinical stress, and academic overload. While interns dealt with workload and anxiety related to patient management, first-year students primarily suffered with adaptability and theoretical volume. conclusion - The study emphasizes the necessity of stress management techniques, mentorship programs, and academic support networks.

Keywords

Introduction

DISCUSSION

There is a trend of rising academic and clinical stress as dentistry school progresses.  Later years concentrate on clinical responsibilities and patient care, while early years are dominated by theoretical overload.  The main stressors in dentistry education include workload, time limits, and performance anxiety, Despite being intended for hands-on learning, the internship term frequently becomes too demanding because of the demands of handling cases independently and meeting quotas.  The necessity of a structured mentorship program that offers individualized support according to a student's educational stage is emphasized by this study.

CONCLUSION

Throughout their academic careers, dental students encounter a range of challenges.  Adaptation and academic volume are challenges in the early stages (first and second years).  Stress from clinical learning and theoretical balance throughout the mid-phase (third and final year).  Internship: Limited emotional support and maximum responsibility.  Promoting a healthy learning environment requires frequent stress audits, candid faculty communication, and focused counseling sessions.                                          

REFERENCE

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