ASSESSMENT OF PRACTICAL PERFORMANCE IN ORTHODONTIC CLASP FABRICATION AMONG DENTAL TECHNICIAN STUDENTS AT UBT: A REAL-TIME ANALYSIS OF WORKING TIME AND PERCEIVED STRESS.

Aim: This study aimed to assess the impact of stress on the practical performance of dental technician program students in the realization of active or passive elements of removable orthodontic appliances.

Objectives: The pivotal objectives of this study were to gauge the time necessary for the completion of an orthodontic clasp or spring, to appraise the level of psychological stress experienced during the procedure using the SUDS scale (Subjective Units of Distress Scale), and to evaluate the final product. These objectives were crucial in understanding the impact of stress on the practical performance of dental technician program students.

Methods: The methodology involved 46 second-year students at UBT. During a practical exam, each student randomly selected one of the following orthodontic components: Adam's clasp, double Adam's clasp, C clasp, Jackson clasp, or Spring: Z-spring, closed T-spring, open (finger) spring, which they had practiced throughout the summer semester. Each student was then instructed to randomly select a ticket with the name of the clasp or spring they would be completing, ensuring a fair and unbiased selection process. - The time needed to complete the basket was measured with a stopwatch, from the moment the work began until its completion. - Before and after completing the work, students were asked to assess the level of stress experienced through the SUDS (Subjective Units of Distress Scale), which ranges from 0 (I do not feel any stress) to 10 (the highest level of stress imaginable).

Results: The results showed a significant negative correlation between stress level and final grade, suggesting that students with lower stress levels performed better. However, no significant relationship was found between stress and the time to complete the paper. Students with low stress had significantly higher grades compared to those with high stress. A gender difference in grades was also identified, with females having higher ratings, but with no significant difference in the reported level of stress. This suggests that factors other than stress may be influencing performance, and further research is needed to understand these factors.

Discussion: The findings suggest that stress primarily impairs the quality of academic performance rather than task duration. Effective coping mechanisms, emotional regulation, and contextual factors such as gender and educational support systems play a pivotal role in mitigating stress-induced performance deficits.

Statistical analysis used: The data were rigorously analyzed using advanced statistical methods including Pearson correlation, ANOVA, post-hoc Tukey HSD tests, and linear regression. These analyses were instrumental in examining associations between stress and academic performance, differences across stress levels and gender, and the impact of stress on task completion time, ensuring the robustness and reliability of our findings.

Conclusion: Stress significantly impairs the quality, but not the speed, of students' practical performance. Female students outperformed males, possibly due to the use of more effective coping strategies. These findings underscore the importance of integrating stress management into dental curricula and adopting holistic assessment approaches in practical professional programs. By doing so, we can foster both competence and resilience in our future dental professionals.