(PO-095) Dental Student Flourishing and Well-being During Training: An Achievable Goal?

Author: Abbie Beacham, Ph.D. – Director of Behavioral Science, University of Louisville School of Dentistry
Author: Sarth Patel, B.S. – Dental Student, University of Louisville School of Dentistry
Author: Luke J. Pillipose, B.S. – Dental Student, Department of Comprehensive Dentistry, University of Louisville School of Dentistry
Author: Morgan Brockhouse, B.S. – Dental Student, Department of Comprehensive Dentistry
Author: Ashlee Brown, B.S. – Dental Student, Department of Comprehensive Dentistry, University of Louisville School of Dentistry
Submitter: Abbie Beacham, Ph.D. – Director of Behavioral Science, University of Louisville School of Dentistry

Objectives: Well-being during professional training in healthcare has recently received increased attention. In this study, two key models are examined relative to dental student well-being: the Broaden and Build Theory/Flourishing Positivity Ratio and the PERMAH Model of Well-being. Each of these models extend thinking beyond mental health and psychiatric diagnoses to a focus on Flourishing and Well-being. The Flourishing Positivity Ratio is the ratio of positive emotion to negative emotion. Those who experience a ratio of >=2.9 are regarded as “Flourishing” associated with feelings of ease, inspiration and optimism. Positivity ratios between 1.0-2.9, considered “Languishing”, is characterized by feeling ‘‘stuck in a rut’’ and ‘‘yearning for more’’. Finally, positivity ratios < 1.0 often associated with clinical depression. The PERMAH Well-being model identifies five essential pillars of Well-being: Positive Emotion, Engagement, Positive Relationships, Meaning, Accomplishment and perceived Health.

Methods: As part of a larger survey study, Dental students (n=79) completed the Positive and Negative Affect Schedule and PERMAH Workplace Profiler. Participants were recruited via email invitation and completed the survey anonymously.

Results: Flourishing Ratio scores for the sample were strikingly low (Mean=1.29, SD=0.59) with 62.5% in “Languishing” and 36.1% in “Depressed” and only n=1 scoring in the “Flourishing” category. When compared to a normative sample (N >31,000), dental students in our sample scored significantly lower on all PERMAH pillars (all p’s < .05) except Meaning and Accomplishment. When mean scores on PERMAH pillars were compared between the “Depressed” and “Languishing” groups, those in the Depressed category scored lower on all PERMAH model pillars (all p’s < .001) and noted that survey responses may have been negatively affected by COVID-19.

Conclusion: These findings suggest that many more students than realized may be having significantly negative experiences. Additional focus on well-being and positive in addition to negative emotion may enhance understanding of student experience.