Assessment of Medical Students Burnout during COVID-19 Pandemic

Muaddi, Mohammed A.; Alharbi, Abdullah; Makeen, Anwar M.; Adawi, Essa A.; Gohal, Gassem; Alqassim, Ahmad Y.

doi:10.3390/ijerph20043560

Cited by 7 publications

(3 citation statements)

References 49 publications

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“…The journey through medical education is fraught with various stressors, including concerns about accumulating debt, financial uncertainties, the drive for success, and anxiety about future prospects (Linn and Zeppa, 1984 ; Santen et al, 2010 ; Chang et al, 2012 ; Hill et al, 2018 ; Moldt et al, 2022 ; Li et al, 2023 ; Muaddi et al, 2023 ). These constant sources of stress lead to somatic complaints and a cumulative physiological and psychological toll on students as they strive to balance their personal lives with academic commitments (Behere et al, 2011 ; Picton, 2021 ; Avila-Carrasco et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model

Nair,

Khan,

Naidoo

et al. 2024

Front. Psychol.

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BackgroundMedical education, already demanding, has been further strained by the COVID-19 pandemic's challenges and the shift to distance learning. This context underscores the need for effective stress reduction techniques in competency-based medical curricula (CBMC).ObjectiveWe assessed the feasibility and benefits of integrating a Progressive Muscle Relaxation (PMR) module—a known effective stress-reducing technique—into a time-restricted CBMC, particularly given such modules often find placement as elective rather than mandatory.MethodsAdapting Gagne's nine events of instruction, a 2-h PMR program was designed and implemented during the pandemic. Twenty participants were engaged on a first-come, first-served basis, ensuring adherence to social distancing measures. Feedback was continuously gathered, leading to two post-program focus group sessions. Qualitative data underwent thematic analysis following Braun and Clarke's approach, with study quality maintained by the Standards for Reporting Qualitative Research (SRQR). To gauge adaptability, we aligned the program with various learning outcomes frameworks and explored its fit within CBMC using Bourdieu's Theory of Practice.ResultsThe pilot PMR program was well-received and effectively incorporated into our CBMC. Our analysis revealed five central themes tied to PMR's impact: Self-control, Self-realization, Liberation, Awareness, and Interpersonal relationships. Feedback indicated the program's capacity to mitigate stress during the pandemic. The SRQR confirmed the study's alignment with qualitative research standards. Further, the PMR program's contents resonated with principal domains of learning outcomes, and its integration into CBMC was supported by Bourdieu's Theory. These observations led us to propose the Integrative Psychological Resilience Model in Medical Practice (IPRMP), a model that captures the intricate interplay between the identified psychological constructs.ConclusionThis research showcases an innovative, theory-guided approach to embed a wellbeing program within CBMC, accentuating PMR's role in fostering resilience among medical students. Our PMR model offers a feasible, cost-effective strategy suitable for global adoption in medical institutions. By instilling resilience and advanced stress-management techniques, PMR ensures that upcoming healthcare professionals are better equipped to manage crises like pandemics efficiently.

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Section: Discussionmentioning

confidence: 99%

Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model

Nair,

Khan,

Naidoo

et al. 2024

Front. Psychol.

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“…Considering the challenge of admission in combination with the demanding learning environment of medical school, it is apparent that the added stress of a global pandemic affecting daily life as well as the shift to remote learning could have impacted the students’ burnout levels, motivation, and ultimately their academic performance. Whereas burnout among medical students during this period has largely been studied mainly by using the Maslach Burnout Inventory Student-Survey (MBI-SS) ( 18–20 ), the pandemic’s effect on motivation to study medicine remains elusive. This study aimed to assess the students’ burnout and motivation levels in our medical school in each of the six years of their studies, also to identify independent predictors of burnout and motivation to study.…”

Section: Introductionmentioning

confidence: 99%

Burnout and motivation to study medicine among students during the COVID-19 pandemic

Metakides,

Pielemeier,

Lytras

et al. 2023

Front. Med.

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AimTo investigate medical students’ burnout and motivation levels in each of the six years of their studies during the COVID-19 pandemic and identify independent predictors of burnout and motivation.MethodsAn anonymous cross-sectional survey was sent to the students of all six years within our school. Burnout was measured with the adapted Oldenburg Burnout Inventory questionnaire (OLBI-S) and motivation with the updated Strength of Motivation for Medical School (SMMS-R) questionnaire. Univariate analysis was performed with the Kruskal–Wallis test and Spearman’s correlation, while multivariable analysis with linear regression models.ResultsA total of 333 medical students (52% of student body) responded. Higher burnout levels correlated with lower motivation to study medicine (rho = −0.30, p < 0.001). Burnout levels differed between the six years of medical studies, peaking in years two and four whereas being the lowest in year one (p = 0.01). Motivation levels differed significantly as well, peaking in years one and four whereas being the lowest in years five and six (p = 0.012). In the multivariable linear regression models, being a female (b = 2.22, p = 0.016), studying in the fourth year vs. first year (b = 2.54, p = 0.049), having a perceived beginner/intermediate vs. advanced/expert technology level (b = 2.05, p = 0.032) and a perceived poor school support system (b = 6.35, p < 0.001) were independently associated with higher burnout levels. Furthermore, studying in the fifth year vs. first year (b = −5.17, p = 0.019) and a perceived poor school support system (b = −3.09, p = 0.01) were independently associated with a reduced motivation to study medicine.ConclusionOur study highlighted potential areas for intervention to decrease the rate of burnout and low motivation among medical students. However, further research is needed to unravel the full effect of the pandemic on medical students.

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“…[1,2,3] The phenomenon of BS causes pressure on the economic well-being of countries and the state of health of the population. [4,5] The need to address the problem of worker burnout is legally enshrined in the European Union Framework Directive on Health and Safety (89/391/EEC), and research in recent years has drawn attention to the problems of BS in medical personnel in the under-30 cohort. [6] The lack of targeted initiatives to improve internship conditions and adaptation in the working environment of interns can cause problems, from the devaluation of the professional achievements of young specialists to finding another place of work, changing professions.…”

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confidence: 99%