(PO-187) Teaching Mindfulness: Addressing Anxiety and Burnout in Dental School

uthor: Colette L. O'Meara-McKinney, Ed.D – Associate Dean, Office of Student Affairs, Creighton University School of Dentistry
Author: Barbara M. Harris, M.S.W, Ph.D. – Associate Professor and Director of the Program for Ignatian Mindfulness, Creighton University School of Dentistry
Author: Timothy C. Guetterman, Ph.D., M.A. – Assistant Professor and Associate Director, Michigan Mixed Methods Program, University of Michigan School of Medicine
Author: Sonia M. Rocha-Sanchez, BS, MS, PhD, MBA – Professor, Dean of Research, Creighton University School of Dentistry
Submitter: Colette L. O'Meara-McKinney, Ed.D – Associate Dean, Office of Student Affairs, Creighton University School of Dentistry

Objectives: Persistent stress and anxiety in dental school can be detrimental to students’ personal and academic growth. In the Spring of 2018, the Creighton University School of Dentistry implemented the Program for Ignatian Mindfulness, which included a six-week course on mindfulness, well-being, and co-curricular activities (i.e., anxiety reduction exercises) offered for first-year dental students.

Methods: Students were assessed through the Mindfulness Attention Awareness Scale (MAAS) and self-perceived anxiety levels (Generalized Anxiety Disorder-7) pre-and post-tests. In addition, written reflections were coded according to prevalent themes and provided a qualitative assessment of students’ perception of changes in their anxiety level. Responses were analyzed through a mixed-method approach.

Results: 108 students participated in the study. No significant differences in self-reported anxiety levels between pre-and post-tests were observed. However, data generated from the pre-and post-GAD-7 tests revealed significantly higher anxiety levels among dental students [94.23% of participants (M = 17.1, SD = 5.7) pre-test and (M = 16.1, SD = 5.4) post-test] than reported in the general population (1.6% to 5%). Students’ essays reported severe anxiety levels and articulated a struggle to manage its effects. Their responses to a mindfulness-based education intervention were positive in helping them address anxiety. Reported positive outcomes from the intervention included improved focus, self-awareness, self-care, and academic performance. Co-curricular exercises proved to be productive in assisting most students with anxiety and stress management.

Conclusion: This educational mindfulness and well-being intervention experience were well supported by the students. Although the anxiety levels persisted in the category range of “severe,” a vast majority of participating students described the course positively in addressing personal challenges, providing beneficial outcomes, and influencing patient care. The student narrative encouraged the continuation of the exploration and refinement of mindfulness-based instruction and practice as a means to help address anxiety and stress among dental students.