Résumé
ABSTRACT Objectives This study aimed to evaluate the potential impact of the hospital‐university restructuring implemented since 2016 on students' stress levels and their satisfaction with teaching, while considering other factors that might influence the results. A secondary goal was to identify persistent causes of dissatisfaction to guide future improvements. Materials and Methods A cross‐sectional survey was conducted among 182 clinical students (Years 4–6) at the Faculty of Dentistry between January and February 2023. Students completed an anonymous questionnaire covering socio‐demographic data, perceived stress (Dental Environmental Stress scale), and satisfaction with clinical and theoretical teaching (selected items from the Student Course Experience Questionnaire). Descriptive statistics were used for data analysis. The Mann–Whitney U test was applied to compare current results with those from 2016. Results Stress levels significantly increased compared to 2016 ( p < 0.001). Major stressors included increased clinical quotas, reduced chair time, and difficult interactions with teaching staff. These were reported consistently across all academic years. Students who repeated a year or felt overwhelmed experienced significantly higher stress ( p ≤ 0.04). Satisfaction with clinical teaching dropped significantly across all levels ( p < 0.001), especially regarding supervision, clinical case access, and feedback. Theoretical teaching satisfaction also declined. Overall student satisfaction was significantly correlated with stress levels and satisfaction with both theoretical and clinical teaching, with key factors including repeating a year, feeling overwhelmed, and fears about the future (all p ≤ 0.04). Conclusion The findings highlight a clear deterioration in student well‐being and satisfaction since 2016, emphasising the need for structural reform and enhanced teacher training in student support and stress management.