Impact of a shorter university week on academic performance and study–life balance of dental students

Abstract

Background: The 4-day workweek is gaining traction as a credible and effective alternative to conventional 5-day workweek. We aimed to investigate the impact of a 4-day workweek on dental students’ academic performance and study–life balance. Methods: A total of 284 dental students participated in answering an electronic questionnaire. The response scores, mean values, and standard deviations were calculated. Internal consistency and associations between the scores were tested. Differences in responses between preclinical and clinical year students were evaluated. SPSS was used for data analysis, with a significance set at P < 0.05. Results: A total of 246 students reported satisfactory experiences with the new 4-day university week. The majority preferred to continue with the short-week scheme. There were no statistically significant differences between preclinical- and clinical-level scores. A total of 73.3% of the students reported an increase in patient treatment and clinical procedures compared to the previous year with a 5-day schedule. Most students were satisfied with their weekly workload. They reported a significant improvement in clinical performance with the new weekly plan. Introducing a 4-day university week helped 76% of students reduce the cost of attending college. Conclusion: The introduction of the 4-day study week at the College of Dental Medicine was welcomed by students across all years of the program due to the improved academic achievement and clinical training opportunities it provided. They were also satisfied with the longer weekend, as it helped them relieve stress, prepare better for examinations, and spend more time with their family and friends.

Keywords

• four-day week
• dental education
• dentistry