“Clinical requirements” was the greatest stressor with the highest mean for the fourth and fifth year students (Table 3). There were some statistically significant differences between the levels of stress for specific stressors across the five study Torin 1 order years. For example, first-year students perceived “Language barrier” to be significantly more stressful than the three clinical year students (Years 3, 4, and 5). Compared to all other years, first-year students were the least stressed concerning “Amount of assigned class work” and “Transition from pre-clinic to clinic work”. However, third-year students found “Difficulty in learning clinical procedures” to be significantly more stressful than fourth and fifth year students. In contrast to first and second-year students, the clinical year students found “Being treated as immature & irresponsible by faculty” and “Inadequate number of instructors in relation to number of students” more stressful. “Difficulty in learning clinical procedures” and “Responsibility of getting suitable patients” were significantly more stressful for the fourth-year students than for students in year 3. Third and fourth-year students found “Fear of dealing with patients who do not disclose the existence of a contagious disease” to be significantly more stressful than final year students (year 5) (Table 3). Fourth and fifth-year students reported “Fear of not being able to join a post graduate dental education program” and “Lack of input into the decision-making process of school” to be significantly more stressful than the two preclinical year students (years 1 and 2). Compared to year three, fourth and fifth-year students rated “Insecurity concerning professional future”, “Lack of cooperation by patients in their home care”, and “Clinical requirements” to be significantly more stressful”. As evident in Table 4, female students perceived more stress than males, as there is a significant difference in the mean values of the majority of the stressors between males and females (p < 0.05). The mean value of the total DES score of female students is also statistically significantly higher than that of male students (p  0.05) ( Table 4). Life changes such as marriage can be perceived as stressful because they result in new demands and pressures. Out of the 41 items used to assess stress, the stressor under the title of patient treatment, performance pressure and social stressors are significantly different between married and single study subjects (p < 0.05). That is married subjects are having higher mean values of score than the single study subjects.