Influence of Fear of Missing Out (FoMO) on the academic career choices of dental students in Türkiye

Aim: This study aimed to assess the presence of Fear of Missing Out (FoMO) among dental students and to evaluate its potential impact on their postgraduate career choices. Methods: The FoMO scale, adapted to career choice contexts and tested for validity and reliability, was used in this study. Additional demographic and career-related questions were incorporated into the survey, which was distributed via Google Forms to 6,758 dental students across 76 faculties of dentistry in Türkiye. Mean FoMO scores were compared based on students’ career planning preferences. Data normality was assessed using the Kolmogorov–Smirnov test, and parametric statistical methods, including analysis of variance (ANOVA), were subsequently applied. Results: A total of 1,071 dental students from 59 universities completed the survey and consented to participate. The most influential factors in postgraduate career planning were “staying up-to-date in professional knowledge” (383 students, 35.8%) and “financial gain” (362 students, 33.8%). Students who cited “helping others” as their primary motivation exhibited no significant FoMO regarding specialization decisions, whereas FoMO was present among students who selected other motivations. Notably, among specialization preferences, Pediatric Dentistry was selected by 11.8% of students, ranking as the third most preferred specialty, indicating a considerable level of interest in pediatric dentistry as a future career path. Conclusions: The findings of this study may help identify key factors influencing students’ career decisions and assist educators in providing more effective guidance and counseling. Throughout their education, students should be encouraged to broaden their research interests and explore diverse career opportunities. The FoMO phenomenon appears to influence the career choices of today’s dental students. Therefore, educators should further investigate FoMO and its implications to better support students in their professional development.

Abstract licence: CC BY-NC-ND

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