Adapting new norms: A mixed-method study exploring mental well-being challenges in dental technology education

TL;DR

This study explores mental well-being challenges faced by dental technology students in Malaysia after the pandemic, combining survey and interview data.

Contribution

The study introduces a modified DASS-21 questionnaire tailored for dental technology students and identifies specific mental health themes in a post-pandemic context.

Findings

60% of students showed normal depression levels, but 30% had moderate depression.

Anxiety levels were high, with 20% experiencing extremely severe anxiety.

Qualitative themes included adaptation difficulties, anxiety about returning to campus, and concerns about the future.

Abstract

The present study, grounded in the Stress-Adaptation-Growth theory, aims to explore the mental well-being among dental technology students during the post-pandemic period.

A mixed-method approach was employed among undergraduate dental technology students in Malaysia. The Depression, Anxiety, and Stress Scale (DASS-21) was adapted and modified for dental technology students. The content of the questionnaire was validated by two experienced faculty experts. Construct validity and internal consistency were measured. An online survey was created using Google Forms and disseminated to 10 Bachelor of Dental Technology (BDT) students. Meanwhile, qualitative data were obtained through one-on-one semi-structured interviews, employing a phenomenology approach and thematic analysis to explore students’ experiences in the new educational landscape.

All students answered the survey, predominantly females. Prevalence of depression (60% normal, 10% mild, 30% moderate), anxiety (30% normal, 30% mild, 10% moderate, 10% severe, 20% extremely severe), and stress (70% normal, 10% mild, 10% moderate, 10% severe) was reported. Qualitatively, three major themes emerged: “Problems with adaptations”, “Anxious about returning to campus”, and “Concern about the future”. The first theme included sub-themes: “Difficulties in transitioning to hybrid learning” and “Disruption in study-life balance”. The second theme had four sub-themes: “Fear of being infected”, “Fear of being stigmatized”, “Increased vigilance in personal safety measures”, and “Confusion about standard operating procedure”. The third theme included sub-themes: “Fear of another lockdown” and “Concerns about timely completion of academic requirements”.

This study highlights the complex mental health challenges dental technology students faced post-pandemic, underscoring the need for flexible academic policies, global collaborations, and targeted strategies to support their resilience and well-being.

Figures