Background. Presumably, the academic stress that builds throughout the academic year has a negative effect on dental students’ psychological well-being and may have a relationship with academic performance. This research aimed to analyse the variation of positive well-being in second-year dental students, across the academic semester, in relation to consecutive examinations as part of academic assessment system (1) and to observe the relationship between academic performance during semester evaluation period and dental students’ positive well-being (2).Methods. A prospective study was conducted on second-year dental students, data on positive well-being being collected with WHO-Five Well-Being Index (WHO-5), at the beginning of the semester and after three consecutive mandatory examinations.Results. One hundred and forty-six dental students were included (77% response rate). Repeated ANOVA showed a significant progressive decline of positive well-being over the semester, which was clinically significant for an important part of them. Students who performed better in the semester evaluation period registered higher well-being levels at the beginning of the semester but a more pronounced decline of it until the semester evaluation period.Conclusion. Based on this research, a relationship between positive well-being, academic assessments, and academic performance is suggested, when evaluating them in a prospective frame.
The Effect of Active Learning with Block and Problem Based Learning on Motivation, and Academic Performance of Dental Students - A Prospective Study
