{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T20:23:38Z","timestamp":1790799818732,"version":"4.1.0"},"reference-count":43,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2018,4,17]],"date-time":"2018-04-17T00:00:00Z","timestamp":1523923200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Eur J Dental Education"],"published-print":{"date-parts":[[2018,8]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Introduction<\/jats:title><jats:p>Stress in dental students is well established with potential psychological distress, emotional exhaustion and burnout\u2010related symptoms. Little attention has been given to the problems encountered by dental students during the transition from theoretical or paraclinical training to the clinical environment. The aim of this study was to adopt a qualitative research methods approach to understand the perceived stressors during students\u2019 clinical transition and provide insights for curriculum planners to enhance learning.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>This study analysed four groups of 2nd\u2010 and 3rd\u2010year <jats:styled-content style=\"fixed-case\">BDS<\/jats:styled-content> students\u2019 experiences in focus group interviews relating to their pre\u2010clinical and clinical transitions. The interviews were recorded and transcribed verbatim, and a thematic analysis was performed using an inductive qualitative approach.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Key overlapping domains identified were the transition gap and stresses. The transition gap was subclassified into knowledge and skill (hard and soft), and stresses was subcategorised into internal and external stresses. On first coming to clinics, students experienced knowledge gaps of unfamiliar clinical treatments with mismatches between knowledge acquisition and clinical exposure. Students felt incompetent owing to the stresses attributable to curriculum design, staff and the patient. This negatively affected their confidence and clinical performance.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>A range of challenges have been identified that will allow curriculum designer's to plan a more supportive learning experience to help students during their transition to clinical practice giving them timely knowledge, confidence and clinical performance to better prepare them for entering clinics.<\/jats:p><\/jats:sec>","DOI":"10.1111\/eje.12353","type":"journal-article","created":{"date-parts":[[2018,4,17]],"date-time":"2018-04-17T18:12:45Z","timestamp":1523988765000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":65,"title":["An analysis of clinical transition stresses experienced by dental students: A qualitative methods approach"],"prefix":"10.1111","volume":"22","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4077-4716","authenticated-orcid":false,"given":"M.","family":"Botelho","sequence":"first","affiliation":[{"name":"Faculty of Dentistry The University of Hong Pokfulam  Hong Kong SAR China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"X.","family":"Gao","sequence":"additional","affiliation":[{"name":"Faculty of Dentistry The University of Hong Pokfulam  Hong Kong SAR China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"S. 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