Burnout and dental environmental stress in undergraduate and postgraduate dental students: a cross-sectional study

Burnout is an occupational phenomenon resulting from unmanaged chronic stress and may emerge during the training of healthcare professionals. Dental students are exposed to specific academic and clinical stressors, including assessment pressure, clinical requirements and patient attendance issues. This study analysed dental environmental stress, burnout dimensions and the relationship between both constructs in undergraduate and postgraduate dental students. A cross-sectional observational study was conducted during the 2023–2024 academic year among undergraduate and postgraduate dental students at the European University of Madrid. Dental environmental stress was assessed using the DES-30-sp, and burnout was assessed using two complementary instruments: the BCSQ-12SS and the EUBE. Data were analysed using descriptive statistics, bivariate tests, Pearson correlations, chi-square tests, agreement analysis and effect-size estimates. The final sample comprised 315 students. Participants were predominantly female (63.2%, n = 199), with a mean age of 25.8 years (range 20–55). Overall dental environmental stress was moderate (DES-30-sp mean = 2.04/4), and the highest-scoring stressors were exams or grades (mean = 2.92/4) and patients arriving late or not attending appointments (mean = 2.52/4). Burnout prevalence was high according to both instruments: 75.6% using the BCSQ-12SS and 72.4% using the EUBE. Total dental environmental stress was positively correlated with burnout indicators, particularly the behavioural indicators of the EUBE ( r = 0.49; p < 0.001) and the overload dimension of the BCSQ-12SS ( r = 0.42; p < 0.001). Agreement between the BCSQ-12SS and EUBE classifications was fair (kappa = 0.28; p < 0.001). Female gender and limited family financial support were associated with higher stress or burnout levels in bivariate analyses. Dental environmental stress and burnout were highly prevalent and statistically associated in this sample of dental students. The combined use of the BCSQ-12SS and EUBE provided complementary information on burnout profiles and everyday academic manifestations. These findings support the implementation of institutional strategies focused on assessment pressure, clinical scheduling, student support and early identification of students with higher levels of distress.